The Effects of Peer Pressure on the Academic Performance of
STEM Students at Pigcawayan National High School
Research Study Submitted to the Faculty and Staff of
Pigcawayan National High School-Senior High School
Pigcawayan, Cotabato
________________________________________________
In Partial Fulfillment of the requirements for
Practical Research 1.
2nd Semester, SY 2024-2025
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Alijado, Kenneth John T.
Borda, Eugene Joseph B.
Rodriguez, Shayne M.
March 2025
Chapter 1
INTRODUCTION
Background of the Study
The mental health of students, regarding to academic stress and peer
pressure, significantly affects their overall performance. This issue has become a
serious concern in schools worldwide due to the rising number of student suicides.
Parental pressure to excel academically is often identified as a primary cause of this
stress.
A study explored the influence of peer on the academic performance of
undergraduate students in the Faculty of Education at the University of Maiduguri,
Nigeria. Findings showed that 48.0% affiliated with campus social peer groups.
Nearly all students (97.0%) relied on information shared by their peers, while 55.0%
adopted peer group behaviors. Students who disengaged from peer groups
experienced abandonment (52.0%), mockery (80.0%), and negative academic
performance (80.0%). Overall, the study revealed that the majority (90.0%) of
students performed above average academically (Furo, H. M., & Kagu, B. 2020).
In Mandaue, Cebu City, Philippines, the Johns Hopkins Center for Talented
Youth notes that parents of academically gifted students often place considerable
pressure on their children to excel at an early age (Salenga, 2021). A significant
challenge in the Philippine education system is the academic performance of
students, largely influenced by peer pressure. Peer influence plays a crucial role in
shaping students' social development, decision-making, and values, either fostering
academic engagement or leading to school disengagement, which may result in
lower attendance, poor grades, and strained family relationships (Sarkar et al.,
2022).
A study aimed to assess the level of parental pressure experienced by college
students and its relationship to their academic performance. Conducted at Notre
Dame of Midsayap College in the 2022–2023 academic year, it involved 32 honor
students from the College of Arts and Sciences, mostly female and graduating.
Findings revealed high pressure in expectations, rewards, support, and rule-setting,
with moderate pressure in monitoring and comparison. A few of the respondents had
accomplished excellent academic performance although most of them had
accomplished good academic performance. Students felt pressured by their parent’s
encouragement and expectations A weak negative relationship between peer
pressure and academic performance was found (Collado, H. M. P., Mahinay, S. D.,
Jr., Amaca, A. C., & Meguiso, M. J. 2023).
Peer pressure is frequently experienced during adolescence, as teenagers
seek acceptance and companionship among their peers. As a result, they may
imitate their peers' behaviors without fully assessing whether they are beneficial or
harmful. Adolescence is a transitional phase in life, bridging childhood and adulthood
(Adeniyi & Kolawole, 2015).
Students often rely on their peers for emotional growth and development.
Meaningful friendships promote social compassion and influence how students
perceive themselves. This highlights the significant role peer groups play in nearly
every aspect of a teenager’s life, shaping their social and emotional well-being as
well as their academic approach. Recognizing these influences helps us understand
their impact on students' academic performance (Filade et al., 2019).
Peers shape students' academic outcomes, acting as both positive and
negative influences. Supportive peer relationships are associated with improved
academic achievement, whereas negative peer interactions can hinder academic
progress (Gallardo L. O., Barrasa A., Fabricio G., 2016).
Objective of the Study
[Link] the types of peer pressure either positive or negative experienced by
STEM students.
[Link] the relationship between peer pressure and academic performance in
STEM subjects.
3. To understand the causes of peer pressure experienced by STEM students.
[Link] how peer pressure influences students' study habits, motivation, and
time management skills.
Statement of the Problem
This study aims to determine the effect of peer pressure on the academic
performance of STEM students at Pigcawayan National High School. Specifically, it
sought to provide answers to the following research questions:
[Link] is the level of peer pressure experienced by STEM students in terms of:
1.1 Very Low (Rarely influenced by peers)
1.2 Low (Sometimes influenced, but not significantly)
1.3 Moderate (Influenced in some situations)
1.4 High (Frequently influenced by peers)
1.5 Very High (Strongly influenced and dependent on peer approval)
[Link] is the level of their academic performance based on:
2.1 Grades or academic scores?
2.2 Study habits?
2.3 Motivation in learning?
[Link] there a significant relationship between peer pressure and the academic
performance of STEM students?
[Link] coping mechanisms do students use to manage peer pressure?
4.1 Choosing the right peers
4.2 Seeking academic support
4.3 Time management
4.4 Focusing on their personal growth
Hypothesis
Ho: There is no significant effect of peer pressure on the academic performance of
STEM students.
Ha: There is a significant effect of peer pressure on academic performance of
STEM students.
Significance of the study
This study aims to prove that Peer Pressure can affect academic performance
on STEM students at Pigcawayan National High School. If proven right, then it will
benefit the following:
Students. This study will benefit the students as they will know the effects of
peer pressure that can lead to stress, anxiety, depression, mental discomfort
affecting the overall academic performance of students.
Teachers. This study can benefit teachers by helping them to understand how
peer pressure influences a student's behavior and the student's academic
performance. This study can also help improve their classroom management and
enhance their teaching strategies for better student support.
Parents. This study can benefit parents as they deeply understand how
children can be influenced by their peers. This study can help them guide and help
their children to be more independent, responsible and encourage positive peer
relationships, which can effectively improve their parental strategies.
Guidance counselor. This study can greatly benefit guidance counselor by
providing expert insights and information about peer pressure and how it affects
students. This can help them know how they will give advice to students who are
experiencing peer pressure.
Future Researchers. This study will benefit the future researchers as they
can use the result of this study to be a basis for further studies and can be used as
related literature.
Scope and Limitation
This study only focuses on the effect of peer pressure on the academic
performance of STEM students at Pigcawayan National High School-SHS and
excludes students from other academic strands. The data will be collected at
Pigcawayan National High School for the school year 2024-2025.
Operational Definition of Terms
Peer pressure. A force exerts by people that is influenced by ones, values and
behavior’s either positively or negatively and always associated with adolescents.
Academic performance. The degree to which a student achieves the objectives of
educational outcomes. It is also the extent of a student's performance in classroom
activities, projects and examinations.
STEM students. People who are enrolled in the Science Technology Engineering
Mathematics (STEM) Strand, and the respondent for this study.
Positive peer pressure. A peer influenced can be considered as to be positive
when it is directed towards producing a successful academic performance or result.
Negative peer pressure. Negative peer pressure is directed towards producing
failure, poor, bad or harmful academic performance in schools.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature and studies that covers
about the information of the effects of peer pressure on the academic performance of
STEM students at Pigcawayan National High School which served as the guideline
for the researcher in conducting the study.
Peer pressure
Peer pressure is a widespread social phenomenon that influences individuals
of all ages, though its effects are most pronounced during adolescence and early
adulthood, particularly in educational environments. It involves the influence exerted
by a peer group, prompting individuals to modify their attitudes, behaviors, or values
to align with group norms. In school settings, where social interactions are frequent
and close-knit, peer pressure can significantly impact students' academic
performance, behavior, and personal development (Khan, A., & Ali, S. 2024).
Peer pressure operates within broader social and cultural frameworks, where
norms, values, and socialization practices influence both its nature and intensity.
Cross-cultural studies have highlighted differences in peer pressure dynamics,
underscoring the impact of collectivism, individualism, and cultural values on
individuals' susceptibility to peer influence (Kim et al., 2018). Additionally, socio-
economic factors such as poverty, discrimination, and social inequality can amplify
the effects of peer pressure, particularly among marginalized youth populations
(Bradley et al., 2019; Greene et al., 2021).
Peer pressure is similar to spoken peer pressure but is more subtle and less
direct while still exerting a strong influence on impressionable teenagers. For
example, if a teenager overhears a friend gossiping about someone and then reacts
to that gossip, it constitutes indirect peer pressure. Similarly, if a middle school
student learns that popular students attend parties where drugs are present, the
awareness of such events may influence them to try drugs as a means of gaining
acceptance (According to Talkitout 2019).
Causes of peer pressure
As adolescents spend more time with their peers, both in quantity and quality,
the foundation for peer pressure strengthens. One key reason peer pressure is
particularly influential and widespread during adolescence is the shift in focus from
family to friends and peers. Rather than relying on family members, adolescents turn
to their friends for companionship, emotional intimacy, and as a source of happiness,
as well as for discussing personal matters (Lou, 2023).
Risk-taking behaviors such as smoking, drinking, and sexual activity
contribute significantly to peer pressure, often reinforcing and amplifying its effects in
a continuous cycle. Similarly, factors like dieting and prejudice can also serve as
sources of peer pressure (Liu, Lu, & Tang, 2022).
Adolescence is a particularly vulnerable period when peer pressure related to
appearance becomes more pronounced, potentially leading to unhealthy eating
behaviors, from extreme weight loss to overeating. As peer influence grows stronger
during this stage, adolescents become increasingly susceptible to peer pressure,
which may drive engagement in risky behaviors (Michell & West, 2015).
Academic Performance
Academic performance is a major concern for high school students, and many
feel pressured to achieve high grades. However, their academic success is not only
influenced by studying but also by peer pressure. According to Muraina and Adewuyi
(2017), there is a strong connection between academic performance and peer
influence. Students who have positive relationships with their peers are more likely to
participate in and excel at academic activities compared to those who experience
negative peer interactions (Wentzel, 2017).
Students' interactions with their peers can enhance their abilities and improve
academic performance, as they can seek support and motivation from their peers,
which may be more effective than working alone (Sotinis, Mirco, & Michael, 2013).
Peer groups in schools play a crucial role in socializing teenagers, providing
opportunities for interaction and fostering adolescent development (Uzezi & Deya,
2017).
Various factors can influence a student's academic performance in school,
including the guidance and motivation provided by their family, as well as positive
and harmonious interactions within their environment (Ezzarrooki, 2016).
Additionally, peer interactions can enhance students' abilities and improve their
academic performance, as they can seek support and motivation from their peers,
which may be more effective than working alone (Sotinis, Mirco, & Michael, 2015).
Positive peer pressure
Positive peer interactions play a vital role in socialization and identity
formation (Ragelienė, 2016). However, teenagers are particularly susceptible to
social pressure during this stage, making peer connections even more significant
(McCoy et al., 2019). With the right peer support, children can extend their learning
beyond their current abilities, enhancing their academic focus and success in school-
related activities (Olalekan, 2016). Conversely, teenagers' academic performance
can decline when they associate with close friends involved in risky behaviors
(Stanard et al., 2015).
Peer relationships play a significant role in adolescents' academic success.
These relationships encompass social interactions, emotional connections, and
communication with peers. They can greatly influence students' academic
performance. Supportive peer relationships are linked to higher academic
achievement (Wang et al., 2018).
Positive peer pressure can manifest in both direct and indirect forms and may
be expressed either verbally or non-verbally. It occurs in one-on-one or group
settings and leads to beneficial outcomes, promoting healthier lifestyle choices. This
type of peer pressure arises when a group dynamic encourages behaviors that are
healthy, age-appropriate, and socially accepted (Saxena, 2020; Talkitout, 2019).
When a student is influenced and motivated by peers, they are more likely to
excel in school and achieve high grades (Boechnke, 2018). With the necessary
support from their peer group, students often surpass their own expectations, stay
focused on their studies, and perform well in academic tasks (Olalekan, 2016).
Negative peer pressure
When a young teenager is encouraged to engage in behavior that contradicts
their moral values or family principles, it is considered negative peer pressure.
Teenagers often observe the actions of their peers with stronger personalities and
are faced with the choice of either conforming to their influence or walking away
(Talkitout 2019). It’s common for teens with strong values to find themselves
participating in behaviors that conflict with their beliefs just to gain acceptance. Many
young people struggle with finding the right words or reasons to resist negative peer
pressure (Saxena 2020).
Sometimes the impact of peer pressure on teenagers is so bad that they can
hardly stand to be in their own skin, are distanced from family and friends and
become depressed and anxious. In such instances, teenagers could attempt self-
harm or evendream of committing suicide, engage in suicidal thoughts and even
ultimately engage in suicide (Padma 2014).
Peer pressure can also impact sleep outcomes among adolescents. Peer
pressure to stay up late, use electronic devices, and socialize can lead to sleep
deprivation and negative effects on academic performance and mental health.
Additionally, peer pressure can affect students’ academic performance. In a study by
Reschly et al. (2010), researchers found that peer pressure to engage in academic
cheating can significantly impact students’ academic performance (Sivertsen et al.,
2014).
Peer pressure can negatively affect a teenager’s confidence. Peer
pressure has the ability to transform a typically self-assured teenager
into someone uncertain about themselves, leading to lower self-esteem.
This decline in self-confidence can, in turn, affect a teen's overall well-
being. In some cases, teens become excessively reliant on their peers,
as they struggle with self-confidence issues, which leads them to imitate
everything their peers do (Padma 2015).
Coping mechanisms of peer pressure
Students' motivation and engagement in school may be influenced by the
strategies they employ to handle frustration and challenges in an academic setting
(Skinner, Pitzer, & Steele, 2016). Academic coping encompasses the different
approaches students use to manage academic demands and stressors, including
difficult tasks and setbacks. Research has explored how both adaptive and
maladaptive coping strategies impact student performance and overall success (see
Skinner & Saxton, 2019)
Effectively managing the everyday frustrations and challenges of schoolwork
can support students' motivational resilience. Adaptive coping strategies, such as
problem-solving and seeking help, can help students re-engage with difficult
academic tasks, while maladaptive strategies, like avoidance or blaming others, can
weaken persistence and lead to disengagement and lower performance. In turn,
school-related motivational resilience can serve as a valuable resource that fosters
continued engagement and other positive academic outcomes (Martin & Marsh,
2008, 2009; Martin, 2013; Skinner, Pitzer, & Steele, 2016).
Chapter 3
METHODOLOGY