THE INFLUENCE OF PEER PRESSURES TO THE ACADEMIC

PERFORMANCE OF STUDENTS
(S.Y. 2021-2022)

INTRODUCTION
Academic activities are aimed at ensuring that pupils understand and master
educational goals. However, the extent to which these goals have been met in schools is
determined greatly by peer groups and peer pressures. Peer pressure is the impact of peers,
members of social groupings with comparable interests, experiences, or social statuses, on one
other directly or indirectly. A person’s opinions and behavior are more likely to be influenced by
peers. The interaction of peer groups has a significant impact on student academic success. Peer
groups play an important influence in social situations, students’ emotional and academic
development According to Allen and Steinberg (2005), peer pressure impacts begins at a young
age and grows throughout adolescence. As a result, it’s important to know what the future holds.
In order to promote student academic achievement, peer pressure challenges are critical for the
productivity of educational processes and the organizational design of school systems.
Furthermore, several developmental studies on adolescents have found that,
in comparison to children and adults, they are sensitive to and have a high response to a variety
of social stimuli such as facial expressions and social feedback (Burnett et al., 2011).However,
this evidence for hypersensitivity to social stimuli suggests that this age group may be more
likely to be exposed to either positive or negative peer stimuli in decision-making scenarios, thus
setting the stage for a tumultuous relationship. It is well established that undergraduate students
are more likely than adults to take risks, as revealed by elevated rates of experimentation with
alcohol, tobacco, and drugs, unrotected sexual activity, violent and non – violent crime, and
reckless driving (Steinberg, 2008). In fact, they actually possess the knowledge, values, and
processing competence to evaluate risky decisions as proficiently as adults do (Reyna and Farley,
in Bankole and Ogunsakin, 2015).
According to Olalekan (2016), it is broadly accepted and it has been shown
that peer groups have a significant influence on students. This may be seen in the role of the peer
group in a child’s life and learning; evidence abounds that kids feel more at ease and relaxed
among their peers. A talented child who is surrounded by dull peers will lose interest in learning.
A study-oriented peer group, on the other hand, would have a beneficial influence on a sluggish
member and promote his or her enthusiasm in studying. According to Katz in Olalekan (2016),
the nature of a peer group influences its impact on a member’s motivation and achievements.
STATEMENT OF THE PROBLEM
This research aims to show on how peer pressure affects the academic performance of
students.
Specifically, it seeks to answer the following questions:
1. What are the impacts of peers pressure to the academic performance of student?

2. What is the level of academic performance of students?

3. Is there a significant relationship between peer pressure and academic performance?

DATA PRESENTATION
In this part of the study, the researcher will tackle the topic through visual graph
and table. The survey were done and established by others researchers who embarked a similar
study or topic of this research.
Below is a pie graph to show the statistic of peer pressures experience. It was
completed voluntarily by over 550 members of the SUA community and was established on May
8, 2018. The respondents offered interesting insight related to students who experience peer
pressure:

Pie Graph 1: “I have experienced peer pressure before”

As expected, a majority of students agreed that they have experienced peer
pressure. According to the SUA students, it's just another part of life. Of the many types of peer
pressure listed by survey-takers, an overarching theme is evident: a desire to “fit in.” About 81%
of students agree that they care about what others think of them, and one-third admit to acting
differently so their peers will accept them. This peer pressure often presents itself indirectly: “the
social norm, although often unintentional, is a form of peer pressure.”
This insight can influence their academic performances. For many adolescents,
friendships are crucial interpersonal relationships,” Hamm et al. suggested in Lavy and Schlosser
(2007). Channel for psychological maturation and progress, allowing social compassion to affect
the development of self-evaluation.” The preceding remark strongly shows that peer group has
an unparalleled impact on practically every aspect of teenage development. Such an effect can be
seen in young people’s social and emotional life, which doesn’t stop there; it can also be shown
in their attitudes toward educational activities, and careful analysis of these factors has
demonstrated that they have an impact on students’ academic achievement
Castrogiovanni (2002), on the other hand, described peer pressure, specifically a
peer group, as a small group of friends of comparable ages who have common interests. Peer
group, in its most acceptable form, is a healthy coming-of-age intermediary through which youth
learn to negotiate skills and cope with challenges and problems in a social setting. A peer group
can also serve as a positive role model. For example, if one is part of a group of people who are
ambitious and work hard to achieve high academic goals, one may feel pressured to follow suit
in order to avoid being excluded from the group.
Below is table which is related to the topic. The respondents of this were Grade
12 Senior High School Students in Jagobiao National High School. Consisting three sections
namely ABM (Accountancy and Business Management), HUMSS (Humanities and Social
Sciences) and GAS (General Academic Strand). The respondents we’re chosen because they are
the appropriate respondents to answer the specific questions. It was established on January 2019
by International Journal of Scientific and Research Publications (IJSRP).

Table 1: Level of Students in Education

Students perceived that they agreed with the term that in education they need
their friends in school in order succeed and accomplish certain school works and activities. The
table shows that student’s education, they need the presence of their peers to help them do their
school works and inspire them to work hard pertaining in their studies. And students agree and
contented by the presence they get from their peers, thus it help them achieved their goals and
excel academically. Overall, students agree with presence and support given by their peers
toward in school and their studies. Thus, it helped them as individuals.

CONCLUSION
According to the findings of this study, peer groups and peer pressures play a
significant part in the lives of students. They are an important aspect of the school’s social
environment and help to build and preserve a culture that is distinct from that of the home. Peer
pressures are clearly not a fad or a trend; thus, parents, teachers, and administrators should be on
the lookout for the types of peers their children associate with both at school and outside the
home. They should do all possible to ensure that their children have positive relationships with
friends who can affect them favorably and have a beneficial impact on their academic success.
By conducting lectures, seminars, career talks, and symposiums, counselors should play a
prominent and leading role in the topic. There is a significant relationship between Peer pressure
and academic performance. It is clear from the finding that peer does, in fact, have a relatively
strong influence over the daily functioning of students and their academic achievement.
Therefore the choices those students make regarding their engagement and academic
performance in school depends on how they are guided and supported by their parent.

REFERENCES
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Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking.
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Bankole E. T., and Ogunsakin F. C. (2015). Influence of peer group on academic
performance of secondary school students in Ekiti State. Iternational Journal of
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performance of students in secondary schools: A case study of selected secondary
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Lavy, V., and Shlosser, A. (2007). Mechanisms and Impacts of Gender Peer
Effects at School. NBER Working Paper 13292. National Bureau of Economic
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Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved from
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