Students’ Addiction to Vices; Personal Development
CHAPTER V
Conclusion and Recommendations
This study aimed to determine the relationship between students’
addiction to vices and their personal development among Grades 7 to 12
students of Alilem National High School during the School Year 2025–2026.
Specifically, it sought to (1) identify the respondents’ profile, (2) determine
the most common vices students engage in, (3) identify the frequency of
engaging in these vices, and (4) assess the level of seriousness of the impact
of vices on students’ personal development.
[Link] of the respondents
The majority of the respondents were aged 14–16 years old
(46.23%), slightly more were male (51.76%), and most received daily
allowance (62.31%) ranging from ₱20–₱100. The majority came from
families where parents are married and living together (72.36%).
These data suggest that while most students belong to stable households,
exposure to vices still occurs within this context.
2. Common vices students engage In
The most prevalent vices among students were smoking, vaping,
drinking alcohol, and chewing momma, with an overall mean of 2.65
(Strongly Agree). Peer influence (mean = 2.77) was identified as the
strongest factor influencing students’ engagement in these behaviors.
Access to these substances was also relatively easy within the community
and school surroundings.
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[Link] of indulging in vices
The results revealed that students rarely engaged in these vices, with
a total mean of 1.88 (Rarely). However, vaping (mean = 2.03) and drinking
alcohol (2.04) were the most frequently practiced, indicating a potential
trend toward normalization of these behaviors among adolescents.
4. Level of seriousness of the impact of vices of personal
development
The findings indicated that the effects of vices on students’
development were moderately serious (mean = 2.96) across social,
emotional, and academic dimensions.
Socially, students experienced loss of trust from peers and
involvement with negative groups.
Emotionally, they suffered low self-esteem, stress, and anxiety.
Academically, vices led to declining performance, lack of focus,
and neglect of responsibilities.
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Conclusions
[Link] demographic influence exposure
Middle-adolescence (ages 14–16) is the most vulnerable stage
for engaging in vices, as students at this age seek independence and
peer validation.
2. Peer pressure is a major contributing factor
Peer influence strongly determines students’ likelihood of
engaging in vices, showing that social environment plays a crucial role
in shaping behavior.
3. Addiction behaviors exists but are not yet severe
Although most students rarely engage in vices, the consistent
presence of such habits indicates early exposure that may escalate
without proper intervention.
4. Vices negatively affect students’ personal development
Indulgence in smoking, vaping, alcohol consumption, and
chewing momma undermines students’ emotional stability, social
relationships, and academic growth, hindering their holistic personal
development
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Recommendations
1. Profile of the respondents
Programs focused on early intervention and youth awareness should
be introduced, particularly targeting junior high students. These
programs should emphasize healthy coping strategies and decision-
making skills to resist peer influence.
2. Common vices students engage in
The school, in partnership with parents and local authorities, should
strengthen policies restricting access to cigarettes, vape, and alcohol
near school premises. Peer-led campaigns and youth organizations
promoting healthy lifestyles should also be supported to reduce peer
pressure.
3. Frequency of indulging into vices
Regular monitoring and awareness activities should be conducted to
prevent casual engagement from turning into habitual behavior.
Parents are encouraged to supervise allowance spending and provide
consistent guidance to prevent exposure to these habits.
4. Level of seriousness of the impact of vices
The school and community should implement counseling and
motivational programs aimed at improving students’ self-worth and
academic engagement. Families should foster open communication
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and provide emotional support to help children cope with stress
without turning to vices.