1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Peer pressure is when individuals are influenced by their peers to act in a

certain way, which can be positive or negative. Negative peer pressure can lead to

poor choices, such as engaging in illegal activities, while positive peer pressure can

encourage self-improvement. Peer pressure is internal or external pressure felt when

one behaves in a certain way, both good and bad. Peer pressure begins as early as

the age of 10 with the forming of social groups in elementary schools and increases

during adolescence, throughout junior high and senior high school.

BACKGROUND OF THE STUDY

Peer pressure can change people into someone we barely recognize. Even

the self-assured and confident one can transform into someone unassured and

insecure due to peer pressure. Imagine yourself in a classroom in high school where

you belong with a group of friends casually doing unusual things such as bullying

someone, passing cigarettes, and inviting each other to drink after class. The need

to fit in and harmonize with them is so strong that unconsciously it can trigger them

to make poor decisions and do reckless actions that jeopardize their future, their

morality, and their safety. For adolescents, who are not yet fully developed,

navigating themselves between their individuality, uniqueness, and acceptance is

like walking on one fine rope; that one wrong step can make them tumble at any

moment.

If you are with friends who are doing something that you don’t typically do and

they convince you to do what they are doing, that is an example of peer pressure
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(Jennifer, 2024). According to the United Nations International School of Hanoi

(2023), peer pressure in teenagers is the phenomenon encompassing the sway

peers exert over each other’s attitudes, beliefs, and actions. It can manifest through

various avenues, including coaxing friends into partaking in risky activities, adhering

to group standards, or altering one’s viewpoints to harmonize with their peers. Peers

are the people that are usually the same in you in age, interest, and some other way.

And someone you frequently socialize and hang out with. They can influence you in

so many ways whether it is positive or negative.

Adolescence is a developing stage of a person where they experience social,

emotional, and physical changes in their lives. At this stage, they meet different

people in their lives such as teachers, classmates, and friends that will help them

develop and grow as an individual. According also to the National Academy of

Science (2020), adolescence has long been considered a period when people are

especially susceptible to engaging in risky behaviors. Moreover, adolescents in this

stage are easily influenced in terms of their decision making, behavior, attitudes,

values, and beliefs that can widely affect their lives.

In a world where the adolescents are exposed to different friends' interactions,

peer pressure has been intensified. Although, having a friend is healthy and

important for someone’s growth. However, the eagerness to fit into other’s standards

can change our values and beliefs and can lead for us to disobey our parents’

guidance.

Subsequently, this study aims to explore the influence of peer pressure

towards adolescents, focusing on the positive and negative outcomes, and providing

insights about peer pressure. This study seeks to contribute much deeper
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understanding about peer pressure and understanding about development of

adolescents. Furthermore, provide strategies and ideas that can help promote

positive youth behavior.

STATEMENT OF THE PROBLEM

This study aims to determine the effects of peer pressure of

adolescent’s behavior.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Age:

b. Sex:

c. Grade Level:

d. Average number of peers:

2. What are the emerging issues about adolescents' behavior?

3. What are the effects of peer pressure towards adolescents' behavior?

a. Positive effects

b. Negative effects

4. Is there a significant relationship between peer pressure and adolescents'

behavior?

SCOPE AND DELIMITATION

Out of 218 students in Anda High School, 50 will be used as a sample in

conducting this study.

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This study limits its coverage to the Anda High School students only for the

school year 2024-2025. Moreover, the range of this study is the students ages 12-19

years old. The main purpose of this study is to identify the effects of peer pressure

towards adolescents' behavior. However, this study delimits itself from those

students who are not studying in Anda High School, academic year 2024-2025.

Furthermore, this study delimits itself from those students who are not aged 12-19

years old.

This study considers some aspects of respondents’ personal information such

as their age, gender, grade level, and average number of peers. Each of the

respondents will be given the same questionnaires to answer. This study focuses on

the Anda High School students in the present school year 2024-2025.

SIGNIFICANCE OF THE STUDY

Adolescents. Through this study, adolescents will be able to understand how

peer pressure influences their behavior and perceptions in life.

Parents. This study will be able to provide the parents with valuable

information that can help them to guide and support their children in navigating peers

and in making healthier choices.

School Administrator. Through this study, the administrators of the school

will be gathering an idea to make an effective educational program that can foster

critical thinking skills and resilience among students that can help them resist the

negative impact of peer pressure.

Future Researchers. For them to know the significance of studying the

effects of peer pressure towards adolescents so that they can gather valid
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information about it and can investigate further. In addition, this study will serve as a

reference for their study.

CHAPTER 2

REVIEW OF THE RELATED LITERATURE

RELATED LITERATURE

Peer pressure is still a prominent factor that influences the behavior of

adolescents. Some of the recent studies consistently show that peer pressure is one

of the reasons adolescents commit risk-taking behaviors. A study by Crosnoe et al.

(2020), said that adolescents who have higher exposure to peer pressure are more

likely to engage in risky behaviors. This study only shows the role of peer groups in

persuading and encouraging the adolescents to do such behavior. That’s why it

became one of the factors why there are a lot of issues about adolescents emerging

these days.

As social media emerges and becomes a trend, it becomes a medium for

adolescents to operate peer pressure. According to Nesi Prestine (2022),

adolescents who are exposed to social media are prone to higher levels of peer

pressure, especially related to body, image, appearance, and social status. This form

of peer pressure leads to different emerging behaviors such as risky social media

challenges and cyberbullying.

Despite having many negative outcomes of peer pressure, there is also a

study that shows some positive outcomes of pressure to adolescents in terms of

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prosocial behavior. The effect of peer pressure becomes positive when they are

more likely to be exposed to the positive peer values and norms rather than negative

ones. A peer group that prioritizes academic achievement is more likely to engage in

academics seriously and least absent and dropout rates (Hoffmann et. Al 2021). A

peer group who has positive values and deeds is likely to influence others to do such

good things.

Adolescence is marked by important changes in brain structure and function,

especially in the areas that are related to decision-making, impulse control, and risk

evaluation. Steinberg (2010) suggests that the prefrontal cortex of the brain is

responsible for executive functions like planning and self-regulation, and develops

more slowly compared to the limbic system, which is involved in emotions and

reward processing. This imbalance leads to heightened risk-taking behaviors.

Blakemore & Robbins (2012) also discuss the role of neurodevelopmental changes

during adolescence, especially in how teenagers assess risk and reward, making

them more prone to impulsive behavior.

During adolescence, emotional regulation and identity formation are crucial at

this stage. Adolescents often experience high emotions because of biological and

social factors. According to Erikson (1968) in his Theory of Psychosocial

Development, he emphasizes the concept of identity vs. role confusion as a center of

task during adolescence, where individuals explore their sense of self and future

roles in society. At this stage, adolescents are still confused about who they really

are, what they really want and where they belong. That is why they are easily

influenced by others and they are very prone to peer pressure. Furthermore, Larsen

et al. (2002) found that adolescents are more likely to experience emotional highs

and lows than children and adults. These emotional variations are often linked to
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social experiences, such as peer interactions or romantic relationships. During this

stage, adolescence are emotionally centered, they pay more attention to their

emotions rather than their intellect which usually lead to impulsive behavior.

Furthermore, peers play a significant role in shaping adolescent behavior.

Peer pressure is usually referred to as peer’s active attempts to bring about

behavioral change in an individual (Borsari and Carey, 2001). It can affect how

individuals think and decide. Adolescents are more likely to be influenced by peer

norms, especially in group acceptance. Based on a theory, The Social Lear Theory

says that individuals learn different behaviors by imitating, observing, and modeling

another individual within a social environment. Adolescents are in a developing stage

where they are still confused about their identity and look for peers as a behavioral

model. Due to this, they adopt behavior that is congruent to their peers. This theory

explains the negative and positive outcomes of peer pressure (Albert Bandura,1997).

According to Brown, Bakken, Ameringer, & Mahon (2008), adolescents’

involvement in risk-taking behaviors is often associated with their desire to gain peer

acceptance. They will do everything just for them to feel accepted by his/her peers.

Because at this stage, they want acceptance and feel that they belong in that place.

In addition, Steinberg (2008), assesses that adolescents engage in risky behaviors

because they overestimate rewards and underestimate risks due to underdeveloped

self-regulation skills. Because of undeveloped self-control skills, self-analysis, and

decision-making skills of adolescents they tend to make risky decisions in their lives.

DEFINITION OF TERMS

Adolescence. A stage of people’s lives where they are still confused about

themselves, and it is the stage where they are easily influenced by others.
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Behavior. It is how a person behaves or acts.

Peer Pressure. The influence of a group of individuals can change the

person’s behavior, values, beliefs, and mindset.

Pearson Product Moment Correlation. It is the statistical analysis used in

this study.

Peer Group. A group of people that share the same interests and always

hang out together.

Relationship. It is the connection between two things.

Students. Someone who is studying in the school.

RESEARCH HYPOTHESES

The following hypotheses will be formulated to guide the study:

Ho: There is no significant relationship between peer pressure and adolescents’

behavior.

Ha: There is a significant relationship between peer pressure and adolescents’

behavior.
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CONCEPTUAL AND THEORETICAL FRAMEWORK

Peer pressure is usually The Social Lear Theory

referred as peer’s active says that individual learns
attempts to bring about different behavior by imitating,
behavioral change in individual observing, and modeling to
(Borsari and Carey, 2001). It another individual within social
can affect how individuals think environment. Adolescents
and decide. being in a developing stage
where they are still confused
about their identity and look for
peers as a behavioral model.
Due to this they adopt behavior
that is congruent to their peers.
This theory explains the
negative and positive
outcomes of peer pressure
(Albert Bandura,1997).

THE EFFECTS OF PEER

PRESSURE TOWARDS
ADOLESCENTS BEHAVIOR

PEER PRESSURE ADOLESCENTS BEHAVIOR

 Positive Peer Pressure  Positive Behavioral
 Negative Peer Pressure Outcomes
 Negative Behavioral
Outcomes
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CHAPTER 3

METHODOLOGY

RESEARCH DESIGN

This is a quantitative research study which seeks to get numerical data to

introduce new knowledge and solutions that help determining the effects of peer

pressure towards adolescents. Quantitative research is used to observe events that

affect a particular group of individuals (Divya, 2023). Moreover, this study employs

quantitative research to determine the relationship between peer pressure and

adolescents’ behavior.

Therefore, this study utilizes a descriptive research design to examine and

describe the current state of peer pressure and adolescents’ behavior. Descriptive

research focuses on providing detailed information about the characteristics,

behaviors, and conditions as they naturally occur. Researchers will use this design

because it enables them to gather accurate data and insights regarding the effects of

peer pressure towards adolescents’ behavior.

THE SAMPLE

This study involves 25 junior high school and 25 senior high school students,

both male and female a total of 50 students of the academic year 2024-2025. The
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researchers will select 50 respondents as they will use probability sampling,

specifically the stratified random sampling technique. Since peer pressure can affect

different groups in varying ways, this sampling helps the researchers to make more

accurate comparisons and draw more conclusions about its effects. This process will

involves dividing the respondents into subgroups (e.g., 7th graders, 8th graders, etc.)

and randomly selecting the participants from each subgroup.

INSTRUMENT

The primary instrument used for data collection is a survey questionnaire.

Surveys are effective in gathering accurate data to support decision-making and

assessing individuals’ opinions. This instrument will be used to collect data on

adolescents’ perceptions of peer pressure and their own behaviors based on the

required information for this study.

Part I of the survey questionnaire of this study is the demographic profile of

the respondents. Part II evaluates the study’s statement of the problem, including the

emerging issues related to adolescents’ behavior and both the negative and positive

effects of peer pressure.

INTERVENTION

At present time, peer pressure has become a significant factor influencing

adolescent behavior. It can impact various aspects of their lives, shaping them into

either positive or negative individuals. Thus, the researchers propose this study to

raise awareness about how peer pressure can lead to both positive and negative

behavioral changes. By promoting the importance of social relationships and

discussing the effects of peer pressure on adolescents’ behavior, this research aims

to help students make informed decisions regarding their peer interactions. This
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can influence every factor of adolescents’ lives. Moreover, it can change the teens

into either good or bad. Thus, the researchers propose this kind of study that has the

capacity to help them become aware of how the peer pressure can change the

person into good and bad one. In addition, through advocating the significance of

their social relationship and providing the following effects of peer pressure towards

adolescents’ behavior, the researchers will be able to raise awareness.

DATA COLLECTION PROCEDURE

Before conducting the study, the researchers will write a letter for approval

that will be given to Mr. Winston L. Chiong, school head of Anda High School. After

the letter of approval is signed, the researchers will immediately distribute the

questionnaires to the respondents making sure that they will provide factual answers

based on their own experience by giving them enough time to think and answer

thoroughly. After they answer, the researchers will collect and tally the data gathered

for the interpretation. Furthermore, the researchers will go to the statistician and ask

for help to solve the data using statistical tools. Subsequently, the result will be use

as basis for the researchers to get a conclusion and recommendation of this study. In

addition, the researchers will proceed to their English critic for the checking of

grammar.

PLAN FOR DATA ANALYSIS

In analyzing the data gathered, the researchers will use descriptive statistical

analysis that analyzes the distribution of data such as its frequency, percentage,

measures of central tendency and measures of dispersion. This helped the

researchers to summarize data in a meaningful way, leading to a simple

interpretation of data. Furthermore, this research uses Pearson Product Moment

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Correlation as a statistical treatment. This type of statistical measure is used when

data are expressed in terms of scores such as weights and heights or scores in a

test.

Moreover, after getting the result using this data analysis plan, the

researchers were able to provide appropriate interpretations and conclusions,

including the effects of peer pressure towards adolescents’ behavior which is the

main objective of this study.

STATISTICAL TREATMENT

The following formulas will be used in the study.

Arithmetic Mean:

x=¿ Σ fn

Where:

X= mean

∑f = summation of the total number of the respondent’s answer

N = number of respondent’s answers

Simple Percentage (P):

P=fn x 100

Where:

P= Percentage

F= Frequency of responses

N= numbers or cases
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Pearson Product Moment Correlation

r =n ¿ ¿

Where:

R = the Pearson Product Moment Coefficient of Correlation

N = sample size

∑xy = the sum of the product x and y

∑x ∑y = the product of the sum ∑x and the sum of ∑y

∑x2 = the sum of squares of x

∑y2= the sum of squares of y

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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis and interpretation of the

gathered data in determining the effects of peer pressure towards adolescents’

behavior.

A. Profile of the Respondents

Table 1.1

Respondents’ Age

N=50

Frequency Percentage Rank

1.1 Age
12-14 yrs. old 16 32% 2
15-17 yrs. old 32 64% 1
18-20 yrs. old 2 4% 3
Total 50 100%

Table 1.1. The illustration shows the respondents’ age. The age of students

ranging from 15-17 obtained the highest frequency of 32 or 64% of the total

population while the ages ranging 12-14 got 16 or 32%. The lowest frequency
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among them with ages ranging from 18-20 got 2 or 4 % of the total population. This

shows that the majority of the student respondents are ages 15-17.

Table 1.2

Respondents’ Sex

N=50

Frequency Percentage Rank

1.2 Respondents’ s Sex
Female 29 58% 1
Male 21 42% 2
Total 50 100%

Table 1.2 illustrates the respondents’ sex. It shows in the first table that female

respondents are greater than the male respondents, which only exceeds that 58% of

the student respondents are female and 42% are male.

Table 1.3

Respondents’ Average Number of Peers

N=50

Frequency Percentage Rank

1.3 Respondents’ Average Number of
Peers
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1-3 friends 11 22% 3

4-6 friends 15 30% 2
7-9 friends 5 10% 4
10- more friends 19 38% 1
Total 50 100%

Table 1.3 illustrates the respondent’s average number of peers. Based on the

table, 19 or 38% of the respondents have 10 or more friends. While 15 or 30% of

them claimed that they have 4-6 peers. 11 or 22% of the population have 1-3 friends.

And lastly, the 5 or 10% of the total population has 7-9 friends.

B. Emerging Issues Towards Adolescents’ Behavior

Table 2.1

STATEMENTS Weighted Descriptiv Rank

Mean e Value
1. I drink alcohol. 1.6 N 30
2. I smoke to relieve my stress. 1.04 N 35
3. I wake up late every morning. 2.46 R 9
4. I usually sleep very late at night. 2.64 S 6
5. I refuse to eat whenever my parents scold 2.06 R 19
me.
6. I skip meals because I prioritize other things 2.04 R 21
(such as playing video games, doing
assignments, chatting with friends, etc.)
7. I have trouble concentrating or paying 2.48 R 8
attention.
8. I isolate myself when I hear someone talking 2.6 R 7
badly about me.
9. I disobey the rules of my parents. 1.84 R 25
10. I disobey rules of the public establishments 1.82 R 26
(such as schools).
11. I lie to others. 2.26 R 15
12. I cheat during exams. 1.64 N 28
13. I’m easily influenced by what I see on social 2.42 R 10
media.
14. I physically hurt others. 1.88 R 24
15. I used to body shame other people. 1.58 N 31
16. I spread gossip about others. 1.42 N 34
17. I think about killing myself. 2 R 22
18. I worry a lot. 2.82 S 2
19. I go to parties or disco with my friends. 2.16 R 19
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20. I have difficulty in making decisions on my 2.8 R 3

own.
21. I talk back to other people, or I am very 2.36 R 14
defensive.
22. I argue a lot with others, especially adults. 2.06 R 20
23. I’m easily annoyed by others. 2.4 R 12
24. I feel worthless. 2.42 R 11
25. I’m moody and irritable. 2.78 S 4
26. I’m afraid of being alone. 2.68 S 5
27. I’m afraid of making mistakes. 3 S 1
28. I steal things. 1.54 N 32
29. I get into huge fights. 1.6 N 29
30. I destroy things whenever I’m frustrated or 1.94 R 23
angry.
31. I blame other people for my own mistakes. 1.72 N 27
32. I prefer hanging out with my friends rather 2.2 R 17
than my family.
33. I don’t like staying at home. 2.24 R 16
34. I hit myself whenever I’m disappointed with 2.18 R 18
myself.
35. I feel lazy to do things. 2.38 R 13
2.145714 RARELY

Legend:
Range Descriptive Value (DV)
4.21-5.00 Always (A)
3.41-4.20 Often (O)
2.61-3.40 Sometimes (S)
1.81-2.60 Rarely (R)
1.00-1.80 Never (N)

Table 2.1 shows the emerging issues of adolescents. This appears that

statement no. 27 which is “I’m afraid of making mistake,” obtained the highest

weighted mean of 3.0 with the descriptive value of “Sometimes.” This appears that

most of the students have a fear of making mistakes which leads them to become

anxious about taking actions on their own without the approval of others. On the

other hand, statement no. 2 which is, “I smoke to relieve stress,” obtained the lowest
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weighted mean of 1.04 with the descriptive value of “Never.” This shows that most of

the students don’t like to body shame others.

The overall emerging issues of adolescents, got the composite mean of

2.145714 with the descriptive value of “Rarely.” The result shows that these

behaviors are not totally the emerging issues towards adolescents.

Table 2.2

The Positive Outcomes of Peer Pressure Towards Adolescents’ Behavior

STATEMENTS WEIGHTE DESCRIPTIVE RANK

D MEAN VALUE
1. I feel motivated to do things. 4.0 A 2

2. I’m motivated to go to school 3.96 A 4

because I will see my friends there.
3. I study hard because my friends 4.1 A 1
and I have a goal
4. I am confident to show my talents 3.78 A 7
because I know my friends will
support me.
5. My friends lecture me or scold me 3.48 A 8
because of my bad attitude or when
I done bad things
6. My friends support and respect my 3.86 A 6
decisions.
7. My friends didn’t force me to do 3.98 A 3
things that I didn’t like.
8. I avoid drinking, smoking, and doing 3.94 A 5
illegal things because my friends
don’t like that behavior.
3.8875 AGREE

Legend:
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Range Descriptive Value (DV)

4.21-5.00 Strongly Agree (SA)
3.41-4.20 Agree (A)
2.61-3.40 Undecided (U)
1.81-2.60 Disagree (D)
1.00-1.80 Strongly Disagree (SD)

Table 2.2 shows the positive effect of peer pressure on adolescents’ behavior.

This appears that statement no. 3 “I study hard because my friends and I have a

goal,” obtained the highest weighted mean of 4.1 with the descriptive value of

“Often.” This means that most of the students are inspired by their friends to go to

school. On the other hand, statement no. 5 which is “My friends lecture me or scold

me because of my bad attitude or when I have done bad things,” obtained the lowest

weighted mean of 3.48 with the descriptive value of “Often.”

In addition, the overall composite positive outcome of peer pressure toward

adolescents' behavior got a composite mean of 3.8875 with the descriptive value of

“Often.” The result shows that peer pressure has somewhat of a positive effect on

adolescents' behavior.

Table 2.3

The Negative Outcomes of Peer Pressure Towards Adolescents’ Behavior

STATEMENT WEIGHTED DESCRIPTIVE RANK

MEAN VALUE
1. I skip classes because my 1.78 SD 7
friends
wants me to do so.
2. I cannot resist my friends when 2.14 D 2
they invite me to go to a party or
disco
3. My friends pressure me to date 1.82 D 6
someone.
4. I do violent behavior such as 1.94 D 5
punching and slapping someone
just to impress my friends.
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5. I cannot say “no” to my friends. 2.56 D 1

6. I do risky acts just to fit in my 2.2 D 3

circle of friends.
7. I disobey my parents’ rules and 1.72 SD 10
warnings just to be with them.
8. My friends forced me to stop 1.78 SD 8
reviewing in every exam.
9. I drink alcohol even if I am 1.64 SD 11
underage because that is what
my friends do.
10. I’m putting my health at risk by 1.76 SD 9
dieting just to impress other
people, especially my friends.
11. I skip school when my friends 1.56 SD 12
want me to do so.
12. I’m tempted to join fraternity or 1.56 SD 13
any other groups that do illegal
things.
13. I learned to smoke because of 1.48 SD 14
my friends.
14. I want t that my friends have. 2.02 D 4

1.85 STRONGLY
DISAGRE

Legend:
Range Descriptive Value (DV)
4.21-5.00 Strongly Agree (SA)
3.41-4.20 Agree (A)
2.61-3.40 Undecided (U)
1.81-2.60 Disagree (D)
1.00-1.80 Strongly Disagree (SD)

Table 2.3 shows the negative outcomes of peer pressure on adolescents’

behavior. This appears that statement no. 5 which is, “I can’t say ‘No’ to my friends”

obtained the highest weighted mean of 2.56 with the descriptive value of ‘Disagree.’

While statement no. 13 which is, “I’m putting my health at risk by dieting just to

impress other people specially my friends,” got the lowest weighted mean of 1.48

with the descriptive value of ‘Strongly Disagree.’

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In addition, the negative outcomes of peer pressure towards adolescents

behavior got an overall composite of 1.85 with the descriptive value of ‘Strongly

Disagree.’ This shows that peer pressure has no negative effect on adolescents’

behavior.

Table 3

The Effect of Peer Pressure Towards Adolescents’ Behavior

Computed Value Tabulated Value Interpretation Decision

Effects of -124.64 0.99 Not Significant H0
Peer
Pressure
Towards
Adolescents
Behavior

Table 3 shows the effects of peer pressure towards adolescents’ behavior. As

shown in the table above, the effect of peer pressure towards adolescents’ behavior

is -124.64. Since the computed r=value is less than the tabulated value which is 0.99

thus the null hypothesis was accepted. This means this means that the effect of peer

pressure does not really affect the adolescents’ behavior.

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CHAPTER 5

Summary, Findings, Conclusion and Recommendations

Summary

The main objective of this study is to determine the effects of peer pressure

towards adolescents’ behavior.

This study uses a quantitative research design to determine the effects of

peer pressure towards adolescents’ adolescents through the use of researcher-made

questionnaire.

Findings

Based on the data and information gathered, the following are the summary

findings:

1. Students’ profile. There were fifty student respondents which were

determined in terms of their age, average number of peers and sex.

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1.1 Age. Most of the students-respondents ranging from 15-17 obtained the

highest frequency of 32 or 64% of the total population.

1.2 Average number of peers. Based on the result, 19 or 38% of the

respondents have 10 or more friends. While 15 or 30% of them claimed that they

had 4-6 peers. 11 or 22% of the population had 1-3 friends. And lastly, the 5 or 10%

of the total population has 7-9 friends.

1.3 Sex. The female respondents are greater than the male respondents,

which only exceeds that 58% of the student respondents are female and 42% are

male.

2. The Adolescents’ Behavior That Caused Their Emerging Issues

For students, “I’m afraid of making mistakes,” obtained the highest weighted

mean of 3.0 with the descriptive value of “Sometimes.” This appears that most of the

students have a fear of making mistakes which leads them to become anxious about

taking actions on their own without the approval of others. On the other hand,

statement no. 2 which is, “I smoke to relieve stress,” obtained the lowest weighted

mean of 1.04 with the descriptive value of “Never.” This shows that most of the

students don’t like to body shame others. The overall emerging issues of

adolescents, got the composite mean of 2.145714 with the descriptive value of

“Rarely.” The result shows that these behaviors are not totally the emerging issues.

3. The Positive Outcomes of Peer Pressure Towards Adolescents’ Behavior

For students, “I study hard because my friends and I have a goal,” obtained

the highest weighted mean of 4.1 with the descriptive value of “Often.” This means
 25

that most of the students are inspired by their friends to go to school. On the other

hand, statement no. 5 which is “My friends lecture me or scold me because of my

bad attitude or when I have done bad things,” obtained the lowest weighted mean of

3.48 with the descriptive value of “Often.” In addition, the overall composite positive

outcome of peer pressure toward adolescents' behavior got the composite mean of

3.8875 with the descriptive value of “Often.” The result shows that peer pressure has

somewhat of a positive effect on adolescents' behavior.

4. The Negative Outcomes of Peer Pressure Towards Adolescents’ Behavior

For students, “I can’t say ‘No’ to my friends” obtained the highest weighted

mean of 2.56 with the descriptive value of ‘Disagree.’ While statement no. 13 which

is, “I’m putting my health at risk in dieting just to impress other people especially my

friends” got the lowest weighted mean of 1.48 with the descriptive value of ‘Strongly

Disagree’. In addition, the negative outcomes of peer pressure towards adolescents

behavior got an overall composite of 1.85 with the descriptive value of ‘Strongly

Disagree.’ This shows that peer pressure has no negative effect on adolescents’

behavior.

5. The effects of peer pressure towards adolescents’ behavior.

The null hypothesis was accepted which means that there is no significant

relationship between the peer pressure and adolescents’ behavior. This means this

means that the effect of peer pressure does not really affect the adolescents’

behavior.

Conclusion

With the findings collected, the following conclusions are made.

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The majority of the respondents are ranging from ages 15-17. This is based

on the stratified random sampling that the researchers used. It was also found that

the number of the female respondents are greater than those males.

Study reveals that most adolescents are conscious of making mistakes due

to peer pressure. Moreover, this study also show that peer pressure also has positive

effects on adolescents such as they made the adolescents inspired to go to school

because of their friends. Hence, it has negative effects on the students such as the

adolescents can’t reject their friend’s offer.

Therefore, according to the result, there is no significant relationship between

the peer pressure and adolescents’ behavior.

Recommendations

With the findings and conclusion made, these recommendations are offered.

For Parents

1. Encourage open communication with adolescents to help them discuss peer

influences.

2. Educate children about positive and negative peer pressure to help them

make informed decisions.

3. Monitor adolescents’ social circles and provide guidance on choosing positive

friendships.

For School Administrator

 27

1. Implement programs to help students develop resilience against negative

peer pressure.

2. Integrate peer mentorship programs, where older students guide younger

ones in making positive choices.

For Adolescents

1. Educate them on the importance of critical thinking and self-awareness when

facing peer pressure.

2. Promote positive peer influence by encouraging friendships that reinforce

good behavior.

3. Provide access to support groups or school counselors for guidance when

dealing with peer pressure.

For Future Researchers

1. Conduct further studies on gender-based differences in how peer pressure

affects behavior.

2. Explore the long-term effects of peer pressure on academic performance and

mental health.
 28

Reference

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis,

M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M., Conboy,
K., Doyle, R., Dubey, R., Dutot, V., Felix, R., Goyal, D., Gustafsson, A., Hinsch,
C., Jebabli, I., . . . Wamba, S. F. (2022). Metaverse beyond the hype:
Multidisciplinary perspectives on emerging challenges, opportunities, and
agenda for research, practice and policy. International Journal of Information
Management, 66, 102542. https://doi.org/10.1016/j.ijinfomgt.2022.102542

United Nations Of Hanoi. (n.d.). International School in Hanoi Vietnam | UNIS

Hanoi. United Nations of Hanoi. https://www.unishanoi.org/

Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F. (2016).

Beyond perceived ability: the contribution of psychosocial factors to academic
performance. Annals of the New York Academy of Sciences, 1377(1), 67–77.
https://doi.org/10.1111/nyas.13210
 29

Crosnoe et al. (2020). Perceptions and experiences of belonging during the

transition from primary to secondary school. ˜the œAustralian Journal of
Teacher Education, 45(1), 31–46. https://doi.org/10.14221/ajte.2020v45n1.3

Nesi Prestine (2020). Journal of Behavioral Addictions. Nesi Prestine (2022).

https://doi.org/10.14293/s2199-1006.1.sor-socsci.clnpyry.v1

Hoffmann et al.(2021). Reimagining our futures together: A new social contract

for education. UNESCO Publishing.

Steinberg. (n.d.). A dual systems model of adolescent risk-taking. National

Library of Medicine. https://pubmed.ncbi.nlm.nih.gov/20213754/

Blakemore & Robbins. (2012). Adolescent neurodevelopment within the

context of impulsivity and substance use. National Academy of Medecine.
https://pmc.ncbi.nlm.nih.gov/articles/PMC10671920/#:~:text=A%20critical
%20feature%20of%20neurodevelopment,36%2C%2040%E2%80%9342).

Erikson. (1968). Identity vs. Role Confusion in psychosocial development.

Verywell Mind. https://www.verywellmind.com/identity-versus-confusion-
2795735#:~:text=Identity%20versus%20role%20confusion%20is,develop%20a
%20sense%20of%20self.

Larsen et al. (2002) The neurobiology of the emotional adolescent: From the
inside out. Neurosci Biobehav Rev. 2016 Nov;70:74-85. doi:
10.1016/j.neubiorev.2016.07.037. Epub 2016 Aug 6. PMID: 27506384; PMCID:
PMC5074886.

Borsari and Carey. (2001). Peer pressure. Medicine and Dentistry.

https://www.sciencedirect.com/topics/medicine-and-dentistry/peer-
pressure#:~:text=Peer%20pressure%20is%20commonly%20referred,as
%20delinquency%20and%20substance%20use.

Bandura, A. (1997). Albert Bandura’s Social Learning Theory. Verywell Minds.

https://www.simplypsychology.org/bandura.html
 30

& Mahon, B., Bakken, Ameringer,. (2008). Hanging out with the right crowd:
Peer Influence on Risk-Taking Behavior in Adolescence. Researc Gate.
https://www.researchgate.net/publication/302406057_Hanging_Out_With_the_
Right_Crowd_Peer_Influence_on_Risk-Taking_Behavior_in_Adolescence

Steinberg L. A Social Neuroscience Perspective on Adolescent Risk-Taking.

Dev Rev. 2008 Mar;28(1):78-106. doi: 10.1016/j.dr.2007.08.002. PMID: 18509515;
PMCID: PMC2396566.

APPENDIX A-1
TRANSMITTAL LETTER TO THE SCHOOL HEAD

November 5, 2024

WINSTON L. CHIONG
School-In-Charge
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.
 31

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by:

(SDG)WINSTON L. CHIONG
School-In-Charge

APPENDIX A-2
TRANSMITTAL LETTER TO THE RESEARCH STATISTICIAN
November 5, 2024

RISA B. PERTACORTA
Anda High School
Katipunan, Anda, Bohol

Madam:

Greetings!

I, Rhena Caliwa, a Grade 12 student of Anda High School taking up General Academic
Strand is currently conducting a study for the fulfillment of the requirements of Practical
Research 2. Being the research leader of group 1, I am writing this letter in behalf of all the
members.

I kindly ask for your help and expertise to become our Research Statistician. And we will
make sure that we will follow your instructions and advice regarding on how to solve the
 32

following data that we’ll gather which have a great help to us. Furthermore, we believe that
your insights and knowledge are valuable and could help to enrich our study.

Thank you very much! I hope that you will be able to fulfill our request.

God Bless!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG)Pamela Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG)Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Critic Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)RISA B. PERTACORTA

School-In-Charge Research Statistician

APPENDIX A-3
TRANSMITTAL LETTER TO THE ENGLISH CRITIC
November 5, 2024

MARICAR MACATO-ELARDO
Anda High School
Katipunan, Anda, Bohol

Madam:

Greetings!

I, Rhena Caliwa, a Grade 12 student of Anda High School taking up General Academic
Strand is currently conducting a study for the fulfillment of the requirements of Practical
Research 2. Being the research leader of group 1, I am writing this letter in behalf of all the
members.
 33

I kindly ask for your help and expertise to become our English Critic. And we will make sure
that we will follow your instructions and advice regarding on how to solve the following data
that we’ll gather which have a great help to us. Furthermore, we believe that your insights
and knowledge are valuable and could help to enrich our study.

Thank you very much! I hope that you will be able to fulfill our request.

God Bless!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG)Pamela Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG)Pegie Pelin
(SDG)Althea Marie Batas. (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero
Recommended by:

(SDG)JOEL A. ILAGA
Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)MARICAR MACATO-ELARDO

School-In-Charge English Critic

APPENDIX A-4
LETTER TO THE CLASS ADVISER

November 5, 2024

IRENE G. PELIN
7- SIImplicity 1 Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
 34

determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)IRENE G. PELIN

School-In-Charge Adviser

APPENDIX A-5
LETTER TO THE CLASS ADVISER

November 5, 2024

MATEO AMPLAYO
7- SIImplicity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR ” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
 35

resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)MATEO AMLPLAYO

School-In-Charge Adviser

APPENDIX A-6
LETTER TO THE CLASS ADVISER

November 5, 2024

MARY CRIS AMPER

8-Courtesy Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
 36

determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)MARY CRIS AMPER

School-In-Charge Adviser

APPENDIX A-7
LETTER TO THE CLASS ADVISER
November 5, 2024

RISA PERTACORTA
9- Sincerity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
 37

resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)RISA PERTACORTA

School-In-Charge Adviser

APPENDIX A-8
LETTER TO THE CLASS ADVISER
November 5, 2024

MARICAR M. ELARDO
9-Amity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR ” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
 38

resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)MARICAR M.

ELARDOR
School-In-Charge Adviser

APPENDIX A-9
LETTER TO THE CLASS ADVISER
November 5, 2024

HELEN CASIMSIMAN
10- Integrity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR ” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
 39

determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)HELEN

CASIMSIMAN
School-In-Charge Adviser

APPENDIX A-10
LETTER TO THE CLASS ADVISER
November 5, 2024

AVEGEL P. PATERNO
11-Generosity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!
 40

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR ” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)AVEGEL P.

PATERNO
School-In-Charge Adviser

APPENDIX A-11
LETTER TO THE CLASS ADVISER
November 5, 2024

FIDELA D. BERNIDO
12-Prosperity Adviser
Anda High School
Katipunan, Anda, Bohol

Sir:

Good Day!
 41

We, the Grade 12 researchers of Anda High School are conducting a study entitled
“EFFECTS OF PEER PRESSURE TOWARDS ADOLESCENTS’ BEHAVIOR ” for the
fulfillment of the requirements of Practical Research 2. The main purpose of this study is to
determine the effects of peer pressure towards the adolescents’ behavior to be able to
resolve the emerging issues about the adolescents’ behavior and raise awareness and guide
the young adult in their journey in life.

In connection with this, we would like to ask for your permission to conduct our study within
the school campus, with the help of Anda High School students as our respondents. Rest
assured that the data we’ll gather will remain confidential and will be used for academic
purposes only.

We are hoping that this request will merit your favorable approval.

Thank you!

Sincerely,

(SDG)RHENA G. CALIWA
Research Group Leader

Co-researchers:
(SDG) Pamela. Jane Amoguis (SDG)Myra Mea Enaje
(SDG)Nicole Jay Amper (SDG) Pegie Pelin
(SDG)Althea Marie Batas (SDG)Queen Gee Tagaro
(SDG)Joshua Deligero

Noted by: Recommended by:

(SDG)MARICAR MACATO-ELARDO (SDG)JOEL A. ILAGA

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SDG)FIDELA D.

BERNIDO
School-In-Charge Adviser

SURVEY QUESTIONNAIRE FOR STUDENTS

This study is a requirement for Practical Research 2 entitled, The Effects of

Peer Pressure Towards Adolescents’ Behavior. The main purpose of this study is to

determine the effects of peer pressure towards adolescents’ behavior to be able to

resolve the emerging issues about adolescents’ behavior and raise awareness of the
 42

negative effects of peer pressure on adolescents and guide the young adults in their

journey in life. Furthermore, this survey is about peer pressure and was conducted

for a significant purpose. The researchers would like to know about your social

relationship with your peers that affects your behavior. Your answer will be used and

is important for our study. In addition, this survey questionnaire has privacy, which

means no one will share your personal information including your answer.

Please read carefully. There are no wrong answers. All you must do is to

answer it honestly. Thank you so much for your cooperation!

Part I. DEMOGRAPHIC PROFILE

Directions: Put a check mark in the box.

1.Profile

Name: (Optional) ________________________

Age:

12-14 years old 15-17 years old 18-20 years old

Sex:

Male Female

Grade Level:

Grade 7 Grade 10

Grade 8 Grade 11

Grade 9 Grade 12
 43

Average number of peers:

1-3 10- more

4-6

7-9

Part II. EVALUATION

Directions: Below are the statements that best describe your feelings and behavior.

Check (✓) the column of your answer.

A. What are the emerging issues towards adolescents’ behavior?

STATEMENTS Always Often Sometime Rarely Never

s
(5) (4) (2) (1)
(3)
1. I drink alcohol.

2. I smoke to relieve my stress.

3. I wake up late every morning.

4. I usually sleep very late at night.

5. I refuse to eat whenever my

parents scold me.

6. I skip meals because I prioritize

other things (such as playing video

games, doing assignments,

chatting with friends, etc.)

7. I have trouble concentrating or

paying attention.
 44

8. I isolate myself when I hear

someone talking badly about me.

9. I disobey the rules of my parents.

10. I disobey rules of the public

establishments (such as schools).

11. I lie to others.

12. I cheat during exams.

13. I’m easily influenced by what I see

on social media.

14. I physically hurt others.

15. I used to body shame other

people.

16. I spread gossip about others.

17. I think about killing myself.

18. I worry a lot.

19. I go to parties or disco with my

friends.

20. I have difficulty in making

decisions on my own.

21. I talk back to other people, or I am

very defensive.

22. I argue a lot with others, especially

adults.

23. I’m easily annoyed by others.

24. I feel worthless.

 45

25. I’m moody and irritable.

26. I’m afraid of being alone.

27. I’m afraid of making mistakes.

28. I steal things.

29. I get into huge fights.

30. I destroy things whenever I’m

frustrated or angry.

31. I blame other people for my own

mistakes.

32. I prefer hanging out with my

friends rather than my family.

33. I don’t like staying at home.

34. I hit myself whenever I’m

disappointed with myself.

35. I feel lazy to do things.

B. What are the effects of peer pressure towards adolescents’ behavior?

Strongly Strongly
STATEMENTS Agree Agree Undecided Disagree Disagree
(5) (4) (3) (2) (1)
Positive Outcome

1. I feel motivated to
do things.
2. I’m motivated to go
to school because I
will see my friends
 46

there.
3. I study hard
because my friends
and I have a goal

4. I am confident to
show my talents
because I know my
friends will support
me.
5. My friends lecture
me or scold me
because of my bad
attitude or when I
do bad things
6. My friends support
and respect my
decisions.
7. My friends didn’t
force me to do
things that I didn’t
like.
8. I avoid drinking,
smoking, and doing
illegal things
because my friends
don’t like that
behavior.
Negative Outcomes
1. I skip classes
because my friends
wants me to do so.
2. I cannot resist my
friends when they
invite me to go to a
party or disco

3. My friends
pressure me to
date someone.
4. I do violent
behavior such as
punching and
slapping someone
just to impress my
friends.
5. I cannot say “no” to
my friends.
6. I do risky acts just
to fit in my circle of
 47

friends.
7. I disobey my
parents’ rules and
warnings just to be
with them.
8. My friends forced
me to stop
reviewing in every
exam.
9. I drink alcohol even
if I am underage
because that is
what my friends do.
10. I’m putting my
health at risk by
dieting just to
impress other
people, especially
my friends.
11. I skip school when
my friends want me
to do so.
12. I’m tempted to join
fraternity or any
other groups that
do illegal things.
13. I learned to smoke
because of my
friends.
14. I want to buy
something that my
friends have.

The Effects of Peer Pressure Towards Adolescents’ Behavior

x y z X2 Y2 Z2 xzy
2.14 4.25 1.29 4.58 18.06 1.66 11.74
2.34 4.63 1 5.48 21.44 1 10.83
1.8 4 1.43 3.24 16 2.04 10.3
1.34 4.78 1.14 1.8 22.85 1.30 7.31
2.09 3.75 2.21 4.37 14.06 4.88 17.33
2.37 2.38 1.86 5.65 5.66 3.46 10.49
1.66 4.5 1.14 2.76 20.25 1.30 8.52
2.03 3.5 1.79 4.12 12.25 3.20 12.73
2.14 4.38 1.86 4.58 19.18 3.46 17.43
 48

2.54 4.27 0 6.45 18.06 0 0

2.43 3.63 1.36 5.9 13.18 1.85 12
1.49 3.36 1.21 2.22 11.29 1.46 6.06
1.91 3.75 2.71 3.65 14.06 7.34 19.4
1.71 4.13 2 2.92 17.06 4 14.12
1.89 3.36 1.79 3.57 11.29 3.20 11.37
1.89 4.75 2 3.57 22.56 4 16.96
1.74 4.38 1.86 3.03 19.18 3.40 14.17
1.74 4 2.21 3.03 16 4.88 15.38
2.2 3.75 1.79 4.84 14.06 3.20 14.77
2.14 2.75 2.21 4.58 7.56 4.88 13.02
3.6 3.36 3.57 12.96 11.42 12.74 43.52
2.23 4.5 1.36 4.97 20.25 1.85 13.65
2.97 3.88 2.29 8.82 15.05 5.24 26.38
1.26 4 1.08 1.59 16 1.17 5.44
1.51 3.5 1.29 2.28 12.25 1.66 6.82
1.94 4 1.79 3.76 16 3.20 13.89
2.8 4.63 1.93 7.84 21.44 3.72 25.01
2.4 3.75 1.64 5.76 14.04 2.69 14.76
1.09 4 1 1.19 16 1 4.36
1.29 2.38 1.58 1.66 5.66 2.50 4.85
2.31 3.75 2.29 5.34 14.06 5.24 19.83
3.46 4.13 2.5 11.97 17.06 6.25 35.72
3.03 3.63 2.71 9.19 13.18 7.34 29.81
2.29 3.63 2.29 5.24 13.18 5.24 19.03
2.51 4.63 2.79 6.3 21.44 7.78 32.42
2.17 3.5 2.79 4.71 12.25 7.78 21.2
2.91 4 3.07 8.47 16 9.42 35.73
2.17 4.38 1.64 4.71 14.18 2.69 15.58
2.37 3.38 2.64 5.62 11.42 6.97 21.15
2.34 3.88 2.64 5.48 15.05 6.97 23.97
1.97 2.38 1.57 3.89 5.66 2.46 7.36
1.77 4.88 1.26 3.13 23.81 3.46 10.89
2.26 4.75 2.29 5.11 14.06 5.24 24.59
2.74 3.38 6.53 7.51 11.42 42.64 60.47
1.63 4.13 2.29 2.66 17.06 5.24 15.41
2.37 3.63 1.71 5.62 13.18 2.92 14.71
2.2 3.88 3.14 4.84 15.05 9.86 26.97
2.34 3.88 2.21 5.48 15.05 4.88 28.64
1.09 4 1.07 1.19 16 1.14 4.67
1.74 4 4.62 3.03 16 21.34 32.16
106.35 194.14 105.98 240.66 762.29 243.96 882.92

∑x=106.35 ∑y=194.14 ∑z=105.98 ∑x2=240.66

∑y2=762.29 ∑z2=243.96 ∑xyz=882.92 n=50

r =n ¿ ¿
 49

50 ( 882.92 )−(106.35)(194.24)(105.98)
r=
√¿¿¿
44,146−2,189,273.80
r=
√ [12,033¿−11,310.32 ] [ 38,114.5−37,690.34 ] [12,198−11,231.76 ]¿
−2,145,127.8
r=
√ [722.68¿ ][ 424.16 ] [966.24]¿
−2,145,127.8
r=
√ 296,183,430.21
−2,145,127.8
r=
17,209.98
r =−124.64

PLAN OF ACTIVITIES
ACTIVITIES MATERIALS FUNDS DUE PERSON OUTPUT
NEEDED NEEDED DATE IN
CHARGE
Present the
Backgroud Printing description
of the materials, N/A 9/2/2024 Rhena that leads the
study paper & ball Caliwa reader to
pen understand
the research
questions
Present the
Statement Printing Nicole Jay purpose,
of the materials, N/A 9/2/2024 Amper statement
Problem paper & ball and research
 50

pen questions
Present the
Significanc Printing benefits of
e of the materials, N/A 9/2/2024 Joshua the study and
Study paper & ball Deligero explain its
pen significance
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Presentation
of the
Scope & Printing coverage in
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n paper & ball Gee location, time,
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Encoding Encoded
the Printing Background
Backgroun materials, N/A 9/20/202 Rhena of the Study
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study & pen of the
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Problem

Encoding Printing Encoded

the materials, Significance
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Study Delimitation
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and
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Research Printing Presentation
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process
The Printing Determine
Sample materials, Althea the people
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pen Batas to be part of
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The Printing Present the
 51

Instrument( materials Myra Mea questionnaire

s) paper and ball N/A 9/20/2024 Olalo for the data
pen gathering
Interventio Printing Rhena Present the
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be taken paper and ball intervention
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Pelin comparison
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pen Amoguis data
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pen Caliwa will be
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Permission to
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statistician,
Make a Printing school head,
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paper paper & ball Caliwa adviser and
pen English Critic
Encoding Printing Hard copy of
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All Answered
Conduct qustionnaires ₱230.00 11/30/2024 members questionnaire
s

Proceed to Printing Selected Computation

research materials, N/A 12/2/2024 members of Data
statistician
paper & ball
pen
Tally/ Laptop, ball All Tallied Data
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n calculator
Present the
Tables,
 52

Presentatio Printing figures, and

n& materials, N/A 12/3/2024 Rhena details
Analysis of paper & ball Caliwa explains
Data pen about the
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chapter 5 paper & ball N/A 2/1/2025 Rhena tables,
pen Caliwa conclusions,i
nterpretation
and
recommendat
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Cellphone, Pamela It will be
Gathering paper & ball N/A 2/2/2025 Jane presented
References pen Amoguis
& Rhena
Caliwa
Printing Selected Hard copy of
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5 pen

Printing Presentation
Making of materials, Selected of approval of
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figured materials, Caliwa of figures
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materials, Caliwa of research
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 53

pen purpose and

etc.
Proposal 1 rm. Bond Proposal of
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5 transparent 2024 members the panelist
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Printing of 1 rm. bond ₱ 230.00 2024 Selected Checking of
Chapter 1-5 paper members chapter 2-5

CURRICULUM VITAE

PERSONAL INFORMATION
 54

Name: Nicole Jay G. Amper

Age: 17
Date of Birth: September 10,2007
Place of Birth: Almaria, Anda, Bohol
Civil Status: Single
Nationality: Filipino
Sex: Male
Address: Almaria, Anda, Bohol
Father’s Name: Eleuterio G. Amper
Mother’s Name: Leonora G. Amper

Educational Background
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2018-2019
Primary: Almaria Elementary School
Almaria, Anda, Bohol
S.Y. 2018-2019
Dream: To be a policeman.
Motto: People come and go.

PERSONAL INFORMATION

Name: Pamela Jane B. Amoguis

 55

Age: 17
Date of Birth: June 03, 2007
Place of Birth: Lundag, Anda, Bohol
Civil Status: Single
Nationality: Filipino
Sex: Female
Address: Lundag, Anda, Bohol
Father’s Name: Pedro G. Amoguis
Mother’s Name: Cirila B. Amoguis

EDUCATIONAL BACKGROUND
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2024-2025
Primary: Lundag Elementary School
Lundag, Anda, Bohol
S.Y. 2018-2019
Dream: To be a millionaire.
Motto: Plan your work & work your plan.

PERSONAL INFORMATION

Name: Althea Marie P. Batas

 56

Age: 19
Date of Birth: January 11, 2006
Place of Birth: Sugod Southern Leyte
Civil Status: Single
Nationality: Filipino
Sex: Single
Address: Tanod, Anda, Bohol
Father’s Name: Unknown
Mother’s Name: Teresita Batas

EDUCATIONAL BACKGROUND
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2024-2025
Primary: Libas Elementary School
S.Y. 2018-2019

Dream: To be a successful woman.

Motto: Time is Gold.

PERSONAL INFORMATION

Name: Rhena Goltiano Caliwa

Age: 18
 57

Date of Birth: Dec. 10, 2006

Place of Birth: Caloocan City
Civil Status: Single
Nationality: Filipino
Sex: Female
Address: Tanod, Anda, Bohol
Father’s Name: Federico Caliwa
Mother’s Name: Betty caliwa

EDUCATIONAL BACKGROUND
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2024-2025
Primary: Tanod Elementary School
Tanod, Anda, Bohol
S.Y. 2018-2019
Dream: To become an engineer.
Motto: You can’t control your emotions but you can control your
reactions.

PERSONAL INFORMATION
Name: Joshua C. Deligero
Age: 17
Date of Birth: February 19, 2007
 58

Place of Birth: Buenasuerte, Anda, Bohol

Civil Status: Single
Nationality: Filipino
Sex: Male
Address: Buenasuerte, Anda, Bohol
Father’s Name: Joaquin D. Deligero
Mother’s Name: Rosalie C. Deligero

EDUCATIONAL BACKGROUND
Secondary: Anda High School.
Katipunan Anda Bohol
S.Y. 2024-2025
Primary: Buenasuerte Elementary school
Buenasuerte, Anda, Bohol
S.Y. 2018- 2019
Dream: To be a successful in my life.
Motto: Be kind.

PERSONAL INFORMATION

Name: Pegie F. Pelin

Age: 17
Date of Birth: July 15, 2007
 59

Place of Birth: Katipunan, Anda, Bohol

Civil Status: Single
Nationality: Filipino
Sex: Male
Address: Katipunan, Anda, Bohol
Father’s Name: Alvin D. Pelin
Mother’s Name: Edina F. Pelin

EDUCATIONAL BACKGROUND
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2024-2025
Primary: Abihin Elementary School
Katipunan, Anda, Bohol
S.Y. 2018-2019
Dream: To be a police.
Motto: Work hard, dream big.

PERSONAL INFORMATION

Name: Queen Gee R. Tagaro

Age: 18
Date of Birth: December 21, 2006
 60

Place of Birth: Ginoog City

Civil Status: Single
Nationality: Filipino
Sex: Female
Address: Almaria, Anda, Bohol
Father’s Name: Jessie S. Tagaro
Mother’s Name: Evangeline R. Tagaro

EDUCATIONAL BACKGROUND
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2024-2025
Primary: Matina Aplaya Elementary School
Matina Davao City
S.Y. 2018-2019
Dream: To become an office worker.
Motto: When problems come into your life like a nonstop rain,
always remember that God will always be your umbrella.

PERSONAL INFORMATION

Name: Myra Mea Enaje

Age: 17
Date of Birth: October 30,2007
 61

Place of Birth: Almaria, Anda, Bohol

Civil Status: Single
Nationality: Filipino
Sex: Female
Address: Almaria, Anda, Bohol
Father’s Name: Porferia Olalo
Mother’s Name: Melchor Enaje

Educational Background
Secondary: Anda High School
Katipunan, Anda, Bohol
S.Y. 2018-2019
Primary: Almaria Elementary School
Almaria, Anda, Bohol
S.Y. 2018-2019
Dream: To be a policewoman.
Motto: Just go with the flow because God already planned everything.