RESEARCH PROPOSAL

Quantitative Research

Angelo John M. Uy

Grade 11-B - Accountancy,

Business, and Management

• Soar high, medinians!

 Chapter 1

The Influence of Peer Support on

Senior High School Engagement
in Class
 Introduction
This study examines how peer support affects
classroom engagement among senior high
school students at Medina College.
Classroom engagement includes students'
behavior, emotions, and thoughts, which are
crucial for academic success.
Peer support plays a vital role in boosting
motivation, self-esteem, and collaboration,
fostering a more engaging learning
environment.
 Importance of Peer Support
Social relationships significantly impact
adolescent development and academic
performance.
Positive peer interactions help students feel
connected and encouraged, leading to higher
participation and achievement.
Prior research has focused on parental and
teacher support, but peer influence remains
underexplored.
 Importance of Peer Support
Existing studies focus on teacher-student and
family relationships, with limited research on the
direct impact of peer interactions on engagement.
This study aims to bridge that gap by examining
how peer support influences students' motivation,
participation, and academic involvement.
 Research Purpose
Investigate the role of peer support in
enhancing senior high school students'
classroom engagement.
Explore how peer interactions (encouragement,
collaboration, and emotional support) influence
cognitive, emotional, and behavioral
engagement.
Provide insights into fostering a supportive peer
environment for improved academic outcomes.
 Statement of the Problem
1. What is the level of classroom
engagement among senior high school
students at Medina College?

2. How does peer interaction affect the active

participation of students in classroom activities?

3. What is the relationship between peer

interaction and students’ academic
achievement?
 Statement of the Problem

4. How do positive peer relationships

contribute to creating a conducive learning
environment?

5. What strategies can be implemented to

improve peer interaction and enhance
classroom engagement?
 Significance of the Study

Focus: Examines how peer support influences

student engagement among senior high school
students at Medina College - Ozamiz City.

For Students: Highlights the benefits of peer

support in boosting motivation and participation.
 Significance of the Study

For Educators & Administrators: Helps

develop strategies and policies to enhance
collaboration and create a supportive learning
environment.

For Future Researchers: Serves as a

foundation for further studies on classroom
dynamics and student well-being.
 Scope and Limitations
Focus: Examines the influence of peer support on
senior high school students’ classroom engagement at
Medina College (SY 2024-2025).

Sample: 50 randomly selected students to ensure

fairness and minimize bias.

Types of Peer Support: Emotional, academic, and

social support.

Data Collection: Self-reported survey questionnaire

on student engagement.
 Limitations
Self-Reported Data – Responses may be
biased.
Single Timeframe – Does not track changes
over time.
Uncontrolled Factors – Other influences like
teachers, family, and personal motivation are
not accounted for.
Limited Sample Size – Findings may not be
fully generalizable.
 Definition of Terms

Academic Success - is the achievement of

learning goals and educational milestones,
often measured through grades,
comprehension, and performance in class
activities. Peer support and student
engagement play crucial roles in fostering
academic success. A supportive classroom
environment can enhance learning outcomes
and overall student well-being.
 Definition of Terms
Adolescent - Adolescents are individuals in the
transition phase between childhood and
adulthood, typically between the ages of 10 to
19, experiencing significant physical, emotional,
and social development. In this study,
adolescents refer specifically to senior high
school students at Medina College, who are
navigating peer relationships and classroom
engagement.
 Definition of Terms

Autonomy - Autonomy refers to an individual's

ability to make independent decisions and
regulate their own behavior. In this study,
autonomy is examined in the context of how
peer support influences students' sense of
independence in learning and class
participation.
 Definition of Terms
Classroom Dynamics - encompass the
interactions, relationships, and behavioral
patterns among students and teachers. These
dynamics influence the overall learning
environment, shaping student engagement and
motivation. Positive classroom dynamics can
enhance collaboration and peer support,
leading to a more productive learning
experiences.
 Definition of Terms

Cognitive - The term cognitive relates to

mental processes such as problem-solving,
reasoning, and knowledge acquisition. In this
study, cognitive engagement is examined
through students’ self-reported focus,
comprehension, and active participation in class
discussions and tasks.
 Definition of Terms
Educational Psychology - Educational
psychology examines how individuals learn,
focusing on cognitive processes, motivation,
and the impact of social interactions on
academic performance. This study applies
educational psychology principles to explore
how peer support influences students'
motivation and classroom engagement at
Medina College.
 Definition of Terms

Empirical - The term empirical refers to

knowledge or findings based on observed
and measured data rather than theory
alone. This study follows an empirical
approach by collecting and analyzing
survey data to determine the relationship
between peer support and student
engagement in class.
 Definition of Terms

Mediator - A mediator is a factor that

explains the relationship between two
variables, showing how one influences the
other through an intermediary process. In
this study, psychological connection is
considered a mediator, as it helps explain
how peer support impacts student
engagement in class.
 Definition of Terms

Multidimensional Concept - A
multidimensional concept involves multiple
interrelated aspects rather than a single
perspective. In this study, student
engagement is viewed as a
multidimensional concept that includes
behavioral, emotional, and cognitive
participation in class, assessed through
structured questionnaires.
 Definition of Terms

Peer Relationships - Peer relationships

refer to the social connections between
individuals of similar age, shaping their
emotional well-being, social development,
and academic success. In this study, peer
relationships are evaluated based on the
frequency and quality of student
interactions, particularly their support for
one another in class activities.
 Definition of Terms
Peer Support - refers to the
encouragement, assistance, and sense of
belonging that students provide to one
another in a classroom setting. It includes
emotional, social, and academic support
that helps students feel more engaged and
motivated to participate in learning
activities. Strong peer support can foster a
positive learning environment and improve
student confidence.
 Definition of Terms

Potential Impact - refers to the possible

effects that peer support may have on
student engagement in class. It includes
changes in motivation, participation, and
academic performance as a result of
supportive peer relationships.
Understanding these impacts can help
educators develop strategies to enhance
student involvement.
 Definition of Terms

Psychological Connection -
Psychological connection refers to the
emotional and cognitive bond that
individuals form with others, promoting a
sense of belonging and mutual support. In
the context of this study, it is measured by
students' perceived emotional closeness
and support from their peers in class, as
reflected in survey responses.
 Definition of Terms

Student Engagement - is the level of

interest, participation, and enthusiasm that
students demonstrate in class. It includes
behavioral, emotional, and cognitive
involvement in learning activities. Higher
engagement often leads to better
academic performance and a more
meaningful learning experience.
 Chapter 2

The Influence of Peer Support on

Senior High School Engagement
in Class
 Review of Related Literature

Student Involvement & Lifelong Learning (Balila

et al., 2021)

Peer influence, religiosity, and teacher support

impact lifelong learning skills. Teacher support
fully mediates the relationship between
extracurricular involvement and learning skills.
 Review of Related Literature

Online Collaborative Learning & Engagement

(Afable et al., 2022)

Online learning activities improve self-efficacy,

peer social support, and well-being.
Engagement is linked to self-efficacy and social
support.
 Review of Related Literature

Peer Pressure & Mental Well-Being (Cruz et al.,

2022)

Significant correlation between peer pressure

and students' mental well-being.
 Review of Related Literature

Social Support & Depression (Pineda et al.,

2022)

Lack of social support in online learning

contributes to depressive symptoms.
 Review of Related Literature

School Climate & Compliance (Ahorro et al.,

2021)

A positive school climate is linked to better

student compliance with norms.
 Review of Related Literature

Academic Motivation & Self-Efficacy (Mauhay

et al., 2023)

Moderate positive correlation (r=0.57) between

academic motivation and self-efficacy.
 Review of Related Literature

Social Support & Anxiety (Basilio et al., 2022)

Social support significantly impacts anxiety

levels in senior high school students.
 Review of Related Literature

Support Systems & School Engagement (Olana

et al., 2021)

Family, teacher, and peer support contribute to

behavioral, emotional, and cognitive
engagement.
These factors account for 49.9% of
engagement variance.
 Review of Related Literature

Conclusion:
Peer, teacher, and social support play a crucial
role in student engagement, mental well-being,
and academic success. Strengthening these
support systems can enhance motivation,
participation, and overall learning outcomes.
 Theoretical Framework

This study integrates Social Support Theory,

Self-Determination Theory, and Engagement
Theory to explain how peer support influences
senior high school students' classroom
engagement at Medina College. These theories
highlight the role of emotional, informational,
and social support in fostering motivation,
participation, and academic success.
 Theoretical Framework

Social Support Theory (Sarason et al., 2011)

Supportive environments encourage exploration,

reduce anxiety, and enhance engagement.
Perceived support boosts confidence and risk-
taking in learning.
 Theoretical Framework

Self-Determination Theory (Ryan et al., 2024)

Motivation is classified as autonomous (self-

driven) or controlled (externally influenced).
Autonomy and supportive relationships improve
engagement, energy, and performance.
 Theoretical Framework

Engagement Theory (Rachmad, 2022)

Engagement involves meaningful social

participation and interaction.
Supportive environments enhance
communication, collaboration, and academic
involvement.
 Theoretical Framework

Conclusion:
By combining these theories, the study explains
how peer support fosters a sense of belonging,
autonomy, and motivation, leading to improved
classroom engagement and academic
performance.
Schematic Diagram
 Chapter 3

The Influence of Peer Support on

Senior High School Engagement
in Class
 Research Design
This study employs a quantitative research
design to examine the relationship between
peer support and classroom engagement
among senior high school students at Medina
College.

Data Collection: A structured survey with

Likert-type scales will measure peer support
and student engagement.
 Research Design

Sample: 50 students selected through random

sampling to ensure fairness and
representativeness.

Survey Administration: Conducted in a

controlled setting during free time or class
hours to minimize external influences.
 Research Setting

The study takes place at Medina College, a

senior high school known for its interactive and
collaborative classrooms. Group projects, study
groups, and reporting sessions are central to
the learning process, fostering strong peer
interactions and academic support.
 Research Setting

By studying peer support in this environment,

educators can develop targeted strategies to
enhance collaboration, improve academic
outcomes, and create a more supportive
learning atmosphere.
 Research Respondents

The study will involve 50 randomly selected

Senior High School students from Medina
College to ensure fairness and
representativeness.

Selection Method: Random sampling to give all

students an equal chance of participation.
 Research Respondents

Inclusion Criteria:
Must be enrolled as a Senior High School
student at Medina College.
Must agree to complete the survey.
 Research Instruments
This study uses a self-administered
questionnaire to measure academic
engagement, focusing on class participation
and task focus.

Format: Likert scale (1 = Strongly Disagree to

4 = Strongly Agree).

Pilot Testing: Conducted with a small group of

students to ensure clarity and reliability.
 Research Instruments

Administration: Distributed during free time or

class to maintain consistent conditions.

Data Analysis: Responses will be coded and

analyzed using statistical software to assess
how participation and focus influence
engagement.
 Data Collection Procedure

The study will collect data in one session using

a paper-based survey administered during free
time or class hours in a controlled classroom
setting.
 Data Collection Procedure

Process:
Clear instructions will be given to ensure
uniformity.
Students will complete the survey
independently.
Completed surveys will be collected and coded
into statistical software for analysis.
 Research Data Analysis

This study will use quantitative methods to

analyze the influence of peer support on
student engagement at Medina College.
 Research Data Analysis

Data Processing:
Surveys from 50 randomly selected students
will be encoded into Microsoft Excel.
Descriptive statistics (frequency, percentage,
mean, standard deviation) will summarize peer
support and engagement levels.
Correlation analysis will assess the relationship
between peer support and classroom
engagement.
 Ethical Considerations

Confidentiality: Personal identifiers will be

removed or coded to ensure anonymity.

Data Security: Collected data will be securely

stored and used only for research purposes.
 Ethical Considerations
Voluntary Participation: Students can decline
or withdraw from the study at any time without
consequences.

Minimal Risk: No invasive procedures;

potential discomfort is minimized by conducting
surveys in a controlled setting.

Access Control: Only the research team will

have access to the secured data.
 References

Bradley, G. L., Ferguson, S., & Zimmer-

Gembeck, M. J. (2021). Parental support, peer
support and school connectedness as
foundations for student engagement and
academic achievement in Australian
youth. Handbook of positive youth development:
Advancing research, policy, and practice in
global contexts, 219-236.
 References

Wong, Z. Y., & Liem, G. A. D. (2022). Student

engagement: Current state of the construct,
conceptual refinement, and future research
directions. Educational Psy
 References

Lobo, J. (2023). Instructor Emotional Support,

Academic Resiliency, and School Engagement
in an Online Learning Setting during Covid-19
Pandemic. Journal of Learning for
Development, 10(2), 252-266.
 References

Ryan, R. M., & Deci, E. L. (2024). Self-

determination theory. In Encyclopedia of quality
of life and well-being research (pp. 6229-6235).
Cham: Springer International Publishing.
 References

Sarason, I. G., Sarason, B. R., & Pierce, G. R.

(1990). Social support: The search for
theory. Journal of Social and Clinical
Psychology, 9(1), 133-147.
 References

Rachmad, Y. E. (2022). Social Engagement

Theory.
 References

Balila, J. S., Heng, P. H., Tiatri, S., Balila, E. A.,

Narbarte, M. P., & Tumanggor, R. O. (2021,
August). The Influence of Student Involvement,
Religiosity, and Peer Influence on Lifelong
Learning Skills as Mediated by Teacher Support.
In International Conference on Economics,
Business, Social, and Humanities (ICEBSH
2021) (pp. 1296-1303). Atlantis Press
 References

Afable, T. M. M., Lamberto, J. C. D., Ng, T. A. N.

P., Umandap, A. N. S., & Arcinas, M. M. (2022).
SHS Students’ Engagement in Online
Synchronous Collaborative Learning Activities:
Correlations with Self-efficacy, Peer Social
Support, Well-being and Academic
Performance.
 References

Cruz, J. M., Torre, A. P. D., Castaños, O. L. S.,

& Tus, J. (2022). The correlation between peer
pressure and mental well-being among senior
high school students. Psychology and
Education: A Multidisciplinary Journal, 2(3),
167-175.
 References

Pineda, M. A., Mendoza, G., Velarde, C. M., &

Tus, J. (2022). The Relationship Between
Social Support and Depression Among Senior
High School Students in the Midst of Online
Learning Modality. Psychology and Education:
A Multidisciplinary Journal, 2(1), 44-51.
 References

Ahorro, A. M. T., David, M. R. T., Molina, J. M.

V., Pangilinan, A. B. Y., & Arcinas, M. M. (2021).
Correlations between the senior high school
grade 12 students’ perception of school
classroom climate and compliance to school
classroom norms in a private university in
Manila, Philippines. International Journal of
Multidisciplinary: Applied Business and
Education Research, 2(4), 274-284.
 References

Tus, J., Mauhay, L., Perote, L. M., Garcia, J.,

Santiago, J. M., & Aganan, J. L. (2023).
Academic Motivation and Self-Efficacy Among
Public School Senior High School Students: A
Correlational Study. Psychology and Education:
A Multidisciplinary Journal, 11(7), 1-1.
 References

Basilio, J. J., Pangilinan, T., Kalong, J. J., & Tus,

J. (2022). Amidst the online learning modality:
The social support and its relationship to the
anxiety of senior high school students.
 References

Olana, E., & Tefera, B. (2022). Family, teachers

and peer support as predictors of school
engagement among secondary school
Ethiopian adolescent students. Cogent
Psychology, 9(1), 2123586.