1

Chapter I

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 an internal or external pressure felt when

someone 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,

skipping classes, and inviting each other to drink after class. The need to fit in and

harmonize with them is so strong that unconsciously 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.
 2

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

(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.
 3

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 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?
 4

Scope and Delimitation

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

conducting this study.

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
 5

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 information about it

and can investigate further. In addition, this study will serve as a reference for their

study.
 6

Chapter II

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 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

 7

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 social experiences, such as peer

interactions or romantic relationships. During this stage, adolescence are emotionally

 8

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. Due to undeveloped self-control skills, self-analysis, and decision-

making skills they tend to make risky decisions in their lives.

Definition of Terms
 9

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.

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.
 10

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
 11

Chapter III

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 utilized a descriptive research approach to examine and

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

research focused on providing detailed information about the characteristics, behaviors,

and conditions as they naturally occur. Researchers used this design because it

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

pressure towards adolescents’ behavior.

The Sample
 12

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

researchers select 50 respondents as they 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 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 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/ Action to be Taken

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 proposed this study to
 13

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 can influence

every factor of adolescents’ lives. Moreover, it can change the teens into either good or

bad. Thus, the researchers proposed 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 wrote a letter for approval that was

given Mr. Winston L. Chiong, school head of Anda High School. After the letter of

approval was signed, the researchers were immediately distributed the questionnaires

to the respondents making sure that they provide factual answers based on their own

experience by giving them enough time to think and answer thoroughly. After they

answer, the researchers collect and tally the data gathered for the interpretation.

Furthermore, the researchers went to the statistician and asked for help to solve the

data using statistical tools. Subsequently, the result used as basis for the researchers to

get a conclusion and recommendation of this study. In addition, the researchers

proceeded to their English critic for the checking of grammar.

Plan for Data Analysis

 14

In analyzing the data gathered, the researchers used 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 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 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
 15

Where:

P= Percentage

F= Frequency of responses

N= numbers or cases

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

 16

Chapter IV

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
 17

while the ages ranging 12-14 got 16 or 32%. The lowest frequency 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. The table shows that female

respondents are more compared to the male respondents. It shows that 58% of the

student respondents are female and 42% are male.

Table 1.3

Respondents’ Average Number of Peers

N=50
 18

Frequency Percentage Rank

1.3 Respondents’ Average Number of
Peers
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, 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
 19

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
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
 20

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 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.
 21

3.8875 AGREE

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 2.2 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
 22

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.
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 to have what my friends 2.02 D 4
have.
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)
 23

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.’

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 Interpretatio Decision

n
Effects of -124.64 0.99 Not Accept H0
Peer Significant .
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 that the effect of peer pressure does not

really affect the adolescents’ behavior. According to the Cognitive Development Theory
 24

(Piaget,1964), individuals process information and make decisions through their values,

beliefs, understanding, and their cognitive ability. And based on the result, it can

suggest that the personal cognition and moral reasoning of the students outweigh the

effects peer influence making them resilient to it.

Chapter V

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 approach 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.

 25

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 are more female respondents compared to 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 that

most of the students are inspired by their friends to go to school. On the other hand,
 26

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
 27

With the findings collected, the following conclusions are made.

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. Also, most of the

student-respondents has the average of 10 or more average number of peers.

Findings suggest that while peer pressure can positively impact student by

motivating academic performance and fostering supportive friendship, it also has the

potential to lead to negative behaviors such as difficulty in decision-making and

susceptibility to social influences. It also appeared that most adolescents are afraid of

making mistakes which lead them to become anxious about taking actions on their own

without the approval of others. On the other hand, statistical analysis used Pearson

Product Moment Correlation which result to the null hypothesis was not accepted. This

indicates that there is no significant relationship between peer pressure and

adolescents’ behavior. The study concludes that while peer pressure exists as a social

factor in adolescence, its overall influence may vary depending on individual resilience

and external support system

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
 28

1. They can encourage open communication with their children such as asking

them about their day, who are their friends, etc. to help them discuss peer

influences.

2. They can educate and give advice to their children about positive and negative

peer pressure through a family open forum to help them make informed

decisions.

3. They can monitor their children’s social circles by asking who are their friends,

and allowing their friends to visit their house to personally know their children’s

peers and provide guidance on positive friendships.

For School Administrator

1. Implement programs such as a symposium to help students develop resilience

against negative peer pressure.

For Adolescents

1. They should be knowledgeable about the importance of critical thinking and self-

awareness when facing peer pressure by reading books, journals, or attending

symposiums about the mental health, self-awareness, and building resilience

against peer pressure.

2. They can promote positive peer influence by encouraging friendships that

reinforce good behavior.

For Future Researchers

 29

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

affects behavior.

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

mental health.

References
Carey, B. a. (2001). Peer pressure. Medicine and Dentistry.

Crosnoe. (n.d.). Perceptions and experiences of belonging during the transition from

primary to secondary school. The Austrilian Journal of Teacher Education, 45(1),

31–46.

Dixson. (n.d.). Beyond the Perceived Ability: The Contribution of Psychosocial factors to

academic performance. Annals of the New York Academy of Sciences.

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

Mind.

Hanoi, U. N. (2024). International School in Hanoi. .

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

education. UNESCO Publishing.

 30

Jennifer. (2024). Metaverse beyond the hype: Multidisciplinary perspective on emerging

challenges, opportunities and agenda for research, practice and policy. Journal

of Information Management.

Larsen. (2001). The neurobiology of the emotional adolescent: From the inside out. .

Neurosci Biobehavior.

Prestine, N. (2020). Journal of Behavioral Addiction.

Robbins, B. &. (2012). Adolescent neurodevelopment within the context of impulsivity

and substance use. . National Academy of Medicine. .

Steinberg. (2010). A dual systems model of adolescent risk-taking. National Library of

Medicine.

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by:

(SGD)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 entitled “THE EFFECTS OF PEER PRESSURE TOWARDS
ADOLESCNTS’ BEHAVIOR” 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 following data
 32

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Critic Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 entitled the “THE EFFECTS OF PEER PRESSURE TOWARDS
ADOLESCENTS BEHAVIOR” 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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

(SGD)JOEL A. ILAGA
Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 determine the effects
of peer pressure towards the adolescents’ behavior to be able to resolve the emerging issues
 34

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SDG)WINSTON L. CHIONG (SGD)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 resolve the emerging issues
 35

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 determine the effects
of peer pressure towards the adolescents’ behavior to be able to resolve the emerging issues
 36

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 resolve the emerging issues
 37

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 resolve the emerging issues
 38

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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 determine the effects
 39

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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!

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
 40

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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!

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
 41

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,

(SGD)RHENA G. CALIWA
Research Group Leader

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

Noted by: Recommended by:

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

Research Adviser Subject Teacher

Approved by: Approved by:

(SGD)WINSTON L. CHIONG (SGD)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

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
 42

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.

[Link]

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.)

 44

7. I have trouble concentrating or

paying attention.

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.
 45

22. I argue a lot with others, especially

adults.

23. I’m easily annoyed by others.

24. I feel worthless.

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
 46

1. I feel motivated to
do things.
2. I’m motivated to go
to school because I
will see my friends
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
 47

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
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.
 48

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
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
 49

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 ¿ ¿
 50

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
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
 51

pen significance
of the study
Presentation
of the
Scope & Printing coverage in
Delimitatio materials, N/A 9/2/2024 Queen terms of
n paper & ball Gee location, time,
pen Tagaro respondents
and the
potential
weakness
and strength
of the study

Encoding Encoded
the Printing Background
Backgroun materials, N/A 9/20/202 Rhena of the Study
d of the paper & ball Caliwa & Statement
study & pen of the
Statement Problem
of the
Problem

Encoding Printing Encoded

the materials, Significance
Significanc paper & ball N/A 9/20/2024 Joshua of the Study
e of the pen Deligero & Scope and
Study Delimitation
& Scope
and
Delimitatio
n
Research Printing Presentation
Design materials, of the
paper & ball Joshua procedures
pen N/A 9/20/2024 Deligero that involves
in the
research
process
The Printing Determine
Sample materials, Althea the people
paper & ball N/A 9/20/2024 Marie that will going
pen Batas to be part of
the study
The Printing Present the
Instrument( materials Myra Mea questionnaire
 52

s) paper and ball N/A 9/20/2024 Olalo for the data

pen gathering
Interventio Printing Rhena Present the
n/ Action to materials, Caliwa implemented
be taken paper and ball intervention
pen and describe
the
N/A 9/20/2024 Pegie happenings in
Pelin comparison
group
Data Printing Present the
Collection materials, Pamela procedure in
Procedure paper and ball N/A 9/20/2024 Jane collecting
pen Amoguis data
Plan for Printing Plan for
Data materials, analyzing and
Analysis paper & ball N/A 9/20/2024 Rhena reporting data
pen Caliwa will be
presented
Present the
Printing computed
Statistical materials, N/A 9/20/2024 Nicole Jay data and
Treatment paper & ball Amper coding
pen scheme of
the data
Permission to
research
statistician,
Make a Printing school head,
consent materials, N/A 11/19/2024 Rhena classroom
paper paper & ball Caliwa adviser and
pen English Critic
Encoding Printing Hard copy of
the materials, N/A 11/21/2024 Selected Consent
Consent paper & ball members Paper
Paper pen
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
Computatio pen, paper & N/A 12/3/2024 members
 53

n calculator
Present the
Tables,
Presentatio Printing figures, and
n& materials, N/A 12/3/2024 Rhena details
Analysis of paper & ball Caliwa explains
Data pen about the
statistical
result
Printing Hard copy of
Encoding materials, N/A 1/22/2025 Selected Chapter 4
of Chapter paper & ball Members
4 pen
Presentation
Printing of Chapter 5
Creating materials, including
chapter 5 paper & ball N/A 2/1/2025 Rhena tables,
pen Caliwa conclusions,i
nterpretation
and
recommendat
ions
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
Encoding materials, Members chapter 5
of Chapter paper and ball N/A 2/11/2025
5 pen

Printing Presentation
Making of materials, Selected of approval of
Approval paper and ball N/A 2/11 /2025 Members the research
Sheet pen committee &
panelist
Printing Greetings to
Acknowled materials, N/A 2/15/2025 Rhena the person
gement paper and ball Caliwa who are part
pen of the study
Printing Presentation
Table of materials, Rhena of the chapter
Contents paper and ball N/A 2/15/2025 Caliwa 1-5 and its
pen pages
List of the Printing N/A 2/18/2024 Rhena Presentation
 54

figured materials, Caliwa of figures

tables paper and ball and
pen tables
Abstract Printing N/A 2/18/2024 Rhena Presentations
materials, Caliwa of research
paper and ball objectives,
pen purpose and
etc.
Proposal 1 rm. Bond Proposal of
Defense paper short ₱ 305.00 All chapter 1-3 to
5 transparent 2024 members the panelist
folder long
Printing of 1 rm. bond ₱ 230.00 2024 Selected Checking of
Chapter 1-5 paper members chapter 2-5
 55

CURRICULUM VITAE

PERSONAL INFORMATION
Name: Nicole Jay G. Amper
Age: 17
Date of Birth: September 10,2007
Place of Birth: Almaria, Anda, Bohol
Civil Status: Single
 56

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
Age: 17
Date of Birth: June 03, 2007
Place of Birth: Lundag, Anda, Bohol
Civil Status: Single
 57

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
Age: 19
Date of Birth: January 11, 2006
Place of Birth: Sugod Southern Leyte
Civil Status: Single
 58

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
Date of Birth: Dec. 10, 2006
Place of Birth: Caloocan City
Civil Status: Single
 59

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
Place of Birth: Buenasuerte, Anda, Bohol
Civil Status: Single
 60

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
Place of Birth: Katipunan, Anda, Bohol
Civil Status: Single
 61

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
Place of Birth: Ginoog City
Civil Status: Single
Nationality: Filipino
 62

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
Place of Birth: Almaria, Anda, Bohol
Civil Status: Single
 63

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.