CHAPTER I

THE PROBLEM AND ITS SITTINGS

Introduction

Peer influence plays a significant role in the lives of students positive and

are often surrounded by peers in various settings including schools and

colleges The habits and behaviors of these peers can have both negative

effects on academic performance.

Positive peer habits may include studying together, sharing study

materials, and providing support and motivation to perform well academically.

On the other hand negative peer habits could involve distraction, peer

pressure to engage in non-academic activities, or a lack of interest in studies.

This complex interplay between peer habits and academic

performance is an important area of study, as it can provide insights into how

students can be positively influenced by their peers or conversely, how peer

influence can their academic success. Researchers have explored this

subject extensively to better understand these dynamics and their implications

for their educational institutions and policymakers.

To examine the correlation between peer habits and the academic

performance of students. To identify positive peer habits that enhance

academic performance, such as study groups, collaborative learning, ог ssive

peer motivation .

To strategies and interventions that can help students make better 138

of positive peer influences and resist negative one

1
Statement of the Problem

This study will focus on the effects of peer habits to the academic

performance of Senior High School Student. That answered the l question

1. The peer habits can affect to your academic performance?

Significance of the Study

This part of the study discusses in the effects of peer habits to the

academic performance.

To Students. It is more aware of how their own habits and those of their

peers influence their academic performance. This awareness can lead to self-

improvement and better decision-making

To Parents. It is provide better guidance and support to their children in

navigating peer relationships, helping them make informed choices that

positively affect their academic performance.

To Teachers. It is adapt their teaching methods and classroom strategies to

encourage positive peer interactions and group learning, which can benefit

the academic progress of students.

To School. It is better identify students who may be negatively affected by

peer habits, allowing for early intervention and support.

To Parent-Teacher Collaboration. It is knowledge of the study’s findings can

facilitate productive discussions with parents, creating a collaborative effort to

enhance the academic performance of students.

2
Scope and Delimitation

This study will conduct on Senator Ninoy Aquino National High school

Grades 12 students to the effects of peer habits to the academic performance

S.Y. 20- 24. Moreover, the research will be studying the respondent’s profile

as will as the effects of peer habits to the academic performance

3
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

According to Black (2012), peer groupprovide a forum whore teens

and reconstruct their identities, Castro giovanni (2002) stated that at Identities

for others (Downs & Rose. 1991), no other stage of development is one’s

sense of identity so unstable A beer- construct labeling process may be

contributing to the construction of positive identities for some adolescents but

negative Teenagers learn about what is acceptable Unfortunately members of

groups may accept negative labels, incorporate mem into their identity, and

through the process of secondary deviance, of deviant behavior, in their social

group by “reading their friends reactions to how they act, what increase levels

encourages they wear, and what they say. The peer group gives this potent

feedback by their words and actions, which either behaviors and attitudes.

Anxiety can arise when teens try to predict how pours wil react, and this

anxiety plays a large role in peer influence. In fact, Burns or discourages

certain and Darling (2002) stated that self-conscious react to future actions is

the most common way adolescents are influenced by their peers. When a

teen who takes an unpopular stand and goes against the expectations of

norms of the peer group, he or she is at risk for being ridiculed Ridicule is not

an easy thing to accept at any age, let alone when you are twelve or thirteen

years old. This leads to the topic of peer pressure.

According to Zimmerman (2013), I use data from Williams College to

implement a quasi-experimental empirical strategy aimed at measuring peer

4
effects in academic outcomes. In particular, I use data on individual students’

grades, their SAT scores, and the SAT scores of their roommates. I argue that

first-year roommates are assigned randomly with respect to academic ability.

This allows me to measure differences in grades of high-, medium-, or low-

SAT students living with high-, medium-, or low-SAT roommates. With random

assignment these estimates would provide compelling estimates of the effect

of roommates’ academic characteristics on an individual’s grades. I also

consider the effect of peers at somewhat more aggregated levels. In

particular, I consider the effects associated with different academic

environments in clusters of rooms that define distinct social units. The results

suggest that peer effects are almost always linked more strongly with verbal

SAT scores than with math SAT scores. Students in the middle of the SAT

distribution may have somewhat worse grades if they share a room with a

student who is in the bottom 15% of the verbal SAT distribution. The effects

are not large, but are statistically significant in many models.

According to Kipkemboi and Korir (2014), The aim of this paper is to

examine the relationship between both school environment and peer

influences on the one hand and students’ academic performance on the other

hand. The study assessed school environment factors and peer influences in

terms of the level of psychological impact they have on learners. The study

was based on Albert Bandura’s Social Learning Theory, which considers

leaning as an interaction between environment, behaviour, and one’s

psychological processes. It was a correlation study carried out in Sabatia

District of Vihiga County in twenty-one public secondary schools. The

respondents were selected using simple random sampling technique.

5
Questionnaires were used to collect data, which were analyzed by multiple

regressions. The study established that school environment and peer

influence made significant contribution to the students’ academic

performance. A school, as a learning institution and as a second home for

learners, has a strong relationship with students’ academic performance. The

head teacher and the teachers through their specific roles either have

negative or positive influence on students’ academic performance. Therefore,

the head teacher and the teachers should enhance a conducive learning

environment in which the learners are free to consult them when in need,

provide adequate learning facilities and arouse interest in the learners to work

hard. Peer level factors also have a relationship with students’ academic

performance. It is hoped that the findings of this study will be useful to

teachers, principals and parents to gain more insight into the psychosocial

factors that affect students’ academic performance and therefore help improve

their academic performance.

According to o Johnson (2014), This report discusses current research

findings on the effects of peers and social interaction on academic

achievement, then analyzes current national data, comparing results to the

existing academic literature. Data from the 1998 National Assessment of

Educational Progress (NAEP) database on reading were used to test the

influences of peer attitudes on academic achievement. The NAEP examines

academic achievement in various fields. It is administered to students in 4 th,

8th, and 12th grade. Besides providing data on academics, it offers information

on student, teacher, and administrator background. This study analyzes six

factors: the effect of peers; race and ethnicity; parents’ educational

6
attainment; number of reading materials in the home; free or reduced price

lunch participation; and gender. Results indicate that the peer effect is a

strong influence on academic achievement, particularly in 4 th grade. The

significance of peer effect wanes by 8th grade. Family background

According to Ryan (2015), an important component of interpersonal

Steinberg (1993) also suggested that adolescent peer group members, and

each other based on similar characteristics just as adults do. It is unusual for

a young person to select a friend who uses cigarettes or alcohol if they do not.

Even when a non-using adolescent has a best friend who uses cigarettes or

alcohol research has shown that peer influence was relatively small and was

mediated by family factors, such as parental monitoring (Fischhoff, Cromwell,

& Kipke, 1999). This finding is further evidence that parents can still have

strong influence over their sons and daughters.

According to Oloyede (2015), This study investigated the influence of

peer group on the study habit of secondary school adolescents. A sample of

two hundred and ninety two (292) students was randomly selected from nine

schools in two Local Government Areas of Ogun State. Two instruments were

used to collect data. They are: Adolescents’ Peer Influence Questionnaire

(APIQ) and Students’ Study Habit Questionnaire (SSHQ). Data was analysed

using Pearson Product- Moment correlation, regression and t-test analyses.

Histogram was also used to further explain findings. There was no significant

relationship between peer influence and study habit (r=-0.010). Also, peer

influence did not significantly predict study habit. Peer influence accounted for

0.0% of the total variance in adolescents’ study habit (R Square = 0.000).

There was no significant difference between male and female adolescents

7
both in the levels of peer influence and study habit. The low relationship

between the two variables was probably due to the fact that most of the

interactions among adolescents peer groups are not academic.

According to Bjerre-Nielsen et al (2018), Identifying the factors that

influence academic performance is an essential part of educational research.

Previous studies have documented the importance of personality traits, class

attendance, and social network structure. Because most of these analyses

were based on a single behavioral aspect and/or small sample sizes, there is

currently no quantification of the interplay of these factors. Here, we study the

academic performance among a cohort of 538 undergraduate students

forming a single, densely connected social network. Our work is based on

data collected using smartphones, which the students used as their primary

phones for two years. The availability of multi-channel data from a single

population allows us to directly compare the explanatory power of individual

and social characteristics. We find that the most informative indicators of

performance are based on social ties and that network indicators result in

better model performance than individual characteristics (including both

personality and class attendance). We confirm earlier findings that class

attendance is the most important predictor among individual characteristics.

Finally, our results suggest the presence of strong homophily and/or peer

effects among university students.

According to Badamas et al (2022), Technology is the mainstay of any

societal development and Mathematics is seen as a tool for the community to

achieve it. However, pupils’ performance in Mathematics have not been

encouraging and this has been the concern of education stakeholders in the

8
community.This study therefore assessed the study habit and peer group

influence on pupils’ performance in mathematics. The sample comprised 450

basic-six pupils. Questionnaire and test were used to gather data. Research

questions were answered using mean while research hypotheses were tested

using PPMC. Finding revealed that there was no significant relationship

between study habit skills and pupils’ performance in Mathematics and there

was significant relationship between peer group influence and pupils’

academic performance in Mathematics.It was recommended that schools

should organize programmes for pupils to develop good study habit and to

wary of the friends to be kept

Related Studies

Educators and parents should be aware that peer groups provide a

variety of positive experiences for adolescents Castro giovanni (2002) cited

the following: (1) the opportunity to learn how to interact with others (2)

support in defining identity, interests, abilities, and personality, (3) autonomy

without ol of adults and parents (4) opportunities for or witnessing the

strategies others use to cope with similar problems, and for observing how

effective they control are (5) involved emotional support and, (5) building and

maintaining friendships.

According to Black (2002), peer groups provide a forum where teens

construct and reconstruct their identities, Castro giovanni (2002) stated that at

no other stage of development is one’s sense of identity so unstable. A peer-

labeling process may be contributing to the construction of positive identities

for some adolescents but negative identities for others (Downs & Rose, 1991)

9
Unfortunately. Members of groups may accept negative labels, incorporate

them into their identity, and through the process of secondary deviance.

Increase levels of deviant behavior.

Teenagers learn about what is acceptable in their social group by

reading their friends”. Reactions to how they act, what they wear, and what

they say. The peer group gives this potent feedback by their words and

actions, which either encourages or discourages certain behaviors and

attitudes, Anxiety can arise when teens try to predict how peers will react, and

this anxiety plays a large role in peer influence, in fact. Burns and Darling

(2002) stated that self- conscious worrying about how others will react to

future actions is the most common way adolescents are influenced by their

peers. When a teen who takes an unpopular stand and goes against the

expectations or norms of the peer group, he or she is at risk for being

ridiculed. Ridicule is not an easy thing to accept at any age, let alone when

you are twelve or thirteen years old. This leads to the topic of peer pressure.

Peer pressure is defined as when people your own age encourage or

urge you to do something or to keep from doing something else, no matter if

you personally want to do it or not (Ryan, 2000). The more subtle form of peer

pressure is known as peer influence, and it involves changing one’s behavior

to meet the perceived expectations of others (Bums & Darling, 2002) In

general most teens conform to peer pressure about fairly insignificant things

like music, clothing, or hairstyles When it comes to more important issues like

moral values, parents still remain more influential than the peer group (Black

20021)

10
Conceptual Framework

Independent Dependent Variable

Theoretical Framework

Teenagers are effected by peer pressure at least once in their life. It is

commonly thought to be an issue related being a teenager but pressure from

society and peers starts at a very young age and can continue into late adult

hood Peer pressure can range from encouragement to indirect pressures to

intense bullying. This study anchored on Erikson’s Theory on Social

development.

Erickson’s theory states that peer pressure is needed for a person to

develop, learn and grow and to form into an individual, it is through both

positive and negative peer pressure that people form and develop their

individuality and social status, this often starts in adolescence. The impact

exerted by a peer group on its separate members to fit in with or conform to

group expectations by thinking, feeling, and acting in a like or approved way.

Commonly referred to as peer- pressure

11
 . Both positive and negative social influences are used to form an

individual, People learn and develop personalities and traits from their social

influences such as friends and family, Adolescence is the time where people

develop traits and caricatures that will from the way the act and are perceived.

These characteristics can be influenced by peers. To deal with peer pressure

we should take note that, we should be prepared to deal with peer pressure

by having a response ready. Avoid places where people do illegal activities or

other things you feel uncomfortable around, Lean on people for support, like

your friends, family, or a therapist.

Definition of Terms

Peer Habit. It is refer to the behaviors and actions of students’ friends or

classmates. These habits can include study habits, time management.

Attendance, and overall lifestyle choices.

Academic Performance. It is pertains to a student’s achievement and

success in their studies. This can be measured through grades, test scores,

class participation, and overall educational outcomes.

Positive Peer Influence. It is term describes when a student’s friends or

peers have a beneficial impact on their academic performance by

encouraging good study habits, motivation, and positive behavior.

Peer Pressure. It is the social influence exerted by one’s peers to conform to

petalin behaviors or standards. It can affect academic performance if it leads

to choice that hinder learning.

12
Negative Peer Influence. When peers with poor study habits, lack of

motivation, or engagement in distracting activities negatively impact their

classmates’ academic performance.

Study Group Effect. Collaborating with peers in a study group can enhance

academic performance through knowledge sharing, discussion, and mutual

support

Motivation Effect. Peers who are highly motivated and goal-oriented can

inspire and motivate their classmates to strive for academic excellence,

resulting in improved performance.

Competition Effect. Healthy competition among peers can drive individuals

to work harder and achieve better academic results. However, excessive

competition can create stress and negatively affect performance.

Role Model Effect. Peers who serve as positive role models by consistently

demonstrating good study habits, time management skills, and academic

success can inspire others to emulate their behavior, leading to improved

performance.

Academic Competition Effect. Peers who consistently achieve high

academic performance can create a competitive environment that motivates

others to strive for excellence, resulting in improved academic outcomes.

13
 CHAPTER III

METHODOLOGY

This chapter presents the research methodology which includes the

resmarch design used in conducting the study. It also includes the sources of

data, locale of the study, population/sampling, and the instrumentation and

data collection:

Research Design

This study used the quantitative research design. Quantitative

research questionnaire was used to collect and gather information about the

effects of near bits to the academic performance of Grade 12 Senior High

School Quantitative research design was used to describe and to test

relationships Jereen objects, it was also presented in numerical form, and

analyzed mrough the use of statistics. It focused on gathering numerical data

and peneralizing This it across groups research ps study s of people of to

explain a particular phenomenon design was used by giving questionnaires to

the respondents of

Subject of the Study

The subject of the study aims to explore how the habits and behaviors

of pers, both positive and negative, can influence the academic performance

of cudents. By examining the dynamics of peer interactions and their

correlation thstudy habits, attendance, and overall academic engagement, the

14
study seeks to provide valuable insights into the social factors that contribute

to students’ scholastic achievements or challenges.

Research Locale

The locale of the study was in the 30 Grade 12 Senior High School Senior

High School students of Senator Ninoy Aquino National High School

(SNANHS).

Data Gathering Procedure

The first step before going to the testing proper is to make a request

letter. Then gathering the data was a questionnaire. The questionnaire was

prepared by the researchers. Quantitative research questionnaire was used to

gather the data and information about the effects of peer habits to the

academic performance of Grade 12 Senior High School of Senator Ninoy

Aquino National High School

Statistical Tool

Different statistical tools were used to determine the effects of habits to

the academic performance of Grade 12 Senior High School of Senator Ninoy

Aquino National High School In learning were determined using the (N=f/n) In

interpreting the computed N=f/n point obtained, the formula is as follows,

N = Constant

F = The number of answers to each item

N= Total Respondent Respondent Reply

15
 100- The bases and constant to obtain a percentage

Hypothesis

1. There is no significant relationship between the effects of financial

problem to the academic performance

2. There are significant relationship between the effects of financial

problem to the academic performance

16
 CHAPTER IV

RESULTS, DISCUSSION AND INTERPRETATION OF THR DATA

 Do you have friends who often study together with you?

NO
10%

YES
90%

The results indicate that a significant majority, specifically 27 out of 30

students, reported having friends who frequently study together. This

suggests a strong inclination towards collaborative studying among the

student population. However, it is worth noting that a small minority of 3 out of

30 students indicated that they do not have friends who engage in this

practice.

 Do your friends encourage you to complete your homework and

assignments on time?

17

NO
40%
 YES
60%

Based on the results, it was found that 18 out of 30 students reported

having friends who actively encourage them to complete their homework and

assignments on time. This indicates a positive influence and support system

among these students' social circles. However, it is worth noting that 12 out of

30 students did not provide a response regarding whether they have friends

who encourage timely completion of homework and assignments.

 Do your friends engage in distracting activities (e.g., gaming,

socializing) during study time?

NO
33%

YES
67%

Based on the results, it was found that 20 out of 30 students reported

not having friends who engage in distracting activities, such as gaming or

socializing, during study time. This suggests that a majority of students have a

supportive social circle that prioritizes focused studying. However, 10 out of

18
30 students indicated that they do have friends who engage in distracting

activities during study time.

Based on the results, 26 out of 30 students (86.67%) reported that they

have experienced increased stress or anxiety related to financial difficulties,

which has had an impact on their academic performance. This indicates that a

significant majority of students face heightened levels of stress or anxiety due

to their financial circumstances, which in turn affects their ability to perform

well academically. Then 4 out of 30 students (13.33%) reported that they are

not affected by increased stress or anxiety related to financial difficulties,

suggesting that they have more stable financial situations that do not

significantly impact their academic performance.

 Do you feel that your grades have suffered due to the financial

constraints you face?

19 NO
33%
 YES
67%

Based on the results, 20 out of 30 students (66.67%) reported that their

grades have suffered due to the financial constraints they face. This indicates

that a significant majority of students experience negative impacts on their

academic performance as a result of their financial difficulties. Then 10 out of

30 students (33.33%) reported that their grades have not been affected by

financial constraints. These students may have found ways to manage their

financial situations without it significantly impacting their academic

performance.

 Have you ever felt pressured by your peers to skip studying for social activities?

NO
47%
YES
53%

20
 Based on the results, it was found that 20 out of 30 students reported

not feeling pressured by their peers to skip studying for social activities. This

suggests that a majority of students do not experience external pressure from

their friends to prioritize social activities over studying. However, 10 out of 30

students indicated that they did feel pressured by their peers to skip studying

for social activities.

 Do you find it difficult to concentrate on your studies due to financial

worries?

NO
27%

YES
73%

21
 Based on the results, 22 out of 30 students (73.33%) reported that they

find it difficult to concentrate on their studies due to financial worries. This

indicates that a significant majority of students face challenges in focusing on

their academic work due to the stress and anxiety caused by their financial

concerns. Then 8 out of 30 students (26.67%) reported that they are not

affected by financial worries and are able to concentrate on their studies

without difficulty.

 Have you ever delayed or struggled to pay tuition fees because of

financial constraints?

NO
20%

YES
80%

Based on the results, 24 out of 30 students (80%) reported that they

have experienced delays or struggled to pay their tuition fees due to financial
22
constraints. This indicates that a significant majority of students face

challenges in meeting their financial obligations related to tuition fees. Then 6

out of 30 students (20%) reported that they are not affected by financial

constraints and have not experienced any delays or struggles in paying their

tuition fees.

 Do you feel that financial problems have impacted your ability to

access academic resources or extracurricular activities?

NO
33%

YES
67%

Based on the results, 20 out of 30 students (66.67%) reported that they

feel financial problems have impacted their ability to access academic

resources or participate in extracurricular activities. This suggests that a

significant majority of students face limitations in accessing important

resources and engaging in activities beyond the classroom due to financial

constraints. Then 10 out of 30 students (33.33%) did not report any impact on

their ability to access academic resources or participate in extracurricular

activities due to financial problems.

23
 CHAPTER V

SUMMARYY, CONCLUSION, RECOMMENDATION

Summary

The results of the survey indicate that many students are facing

significant financial challenges that affect various aspects of their academic

experience. The financial constraints is the majority of students reported

facing financial constraints, including difficulties affording required textbooks

or study materials, transportation expenses, and basic necessities like meals.

Then the impact on academic performance in the financial difficulties have

24
had a negative impact on students’ academic performance, with many

reporting lower grades and considering dropping out of school due to financial

reasons.

The mental health and well-being in the financial worries have led to

increased stress and anxiety among students, making it difficult for them to

concentrate on their studies and affecting their overall well-being. The limited

access to resources in the financial constraints have resulted in challenges

accessing academic resources, extracurricular activities, and important

educational opportunities, which can hinder students’ overall educational

experience and growth. Then the work-study balance is the significant

number of students work part-time or full-time to support their education,

facing challenges in balancing their work responsibilities with their academic

commitments.

Conclusion

The results of the survey id the significant impact of financial

constraints on students’ academic experience and well-being. The findings

indicate that many students face challenges in affording required textbooks,

study materials, transportation, and basic necessities like meals. These

financial difficulties have negative consequences on their academic

performance, mental health, and access to resources and extracurricular

activities.

The results emphasize the importance of addressing financial barriers

to ensure that all students have equal opportunities to succeed academically.

Educational institutions should consider implementing financial aid programs,

25
scholarships, and payment plans to alleviate the burden of tuition fees and

other expenses. Providing mental health support services and resources for

financial planning can help students cope with the stress and anxiety

associated with financial worries.

Then creating an inclusive and supportive environment is crucial. This

involves promoting awareness of available resources, fostering understanding

of students’ financial challenges, and providing guidance on managing work-

study balance. By addressing these issues, educational institutions can

enhance the overall student experience, improve academic outcomes, and

support the well-being of their students.

Recommendation

Based on the results the recommendations:

1. Seek Financial Assistance: Students who are facing financial difficulties

should explore financial aid programs, scholarships, and other forms of

financial assistance offered by educational institutions. These resources can

help alleviate the financial burden and provide support for academic

expenses.

2. Utilize Campus Resources: Students should take advantage of the

resources available on campus. This includes accessing libraries, online

databases, and other academic resources provided by the institution.

Additionally, students can explore extracurricular activities and clubs that align

with their interests and goals.

3. Seek Mental Health Support: Students experiencing increased stress and

anxiety due to financial worries should seek mental health support services
26
offered by the institution. Counseling services and support groups can provide

guidance and assistance in managing stress and maintaining overall well-

being.

4. Develop Time Management Skills: Balancing work, studies, and other

responsibilities can be challenging. Students should focus on developing

effective time management skills to ensure they allocate sufficient time for

their academic commitments, work, and personal life.

5. Advocate for Financial Support: Students and researchers can collectively

advocate for increased financial support and resources from educational

institutions and government bodies. By raising awareness of the challenges

faced by students, they can contribute to the development of policies and

programs that address financial barriers and support students’ academic

success.

These recommendations aim to help students navigate financial challenges,

access resources, manage their time effectively, prioritize mental health, and

advocate for improved financial support. By implementing these strategies,

students can enhance their academic experience and overall well-being.

27