Peer Groups: Factors That Influence The Academic Performance and Socialization Among The Grade 10 Learners of Punta Integrated School

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PEER GROUPS: FACTORS THAT INFLUENCE THE

ACADEMIC PERFORMANCE AND
SOCIALIZATION
AMONG THE GRADE 10 LEARNERS
OF PUNTA INTEGRATED SCHOOL
____________________
A Research Paper
Presented To
Punta Integrated School
____________________
In Partial Fulfillment
of the requirements for the subject
English 10
____________________
By:
JERIZ CAMILLE D. BELARMINO

DREDD XANDER V. HERNANDEZ
BRIAN JAMES G. MANJARES
TROY A. NATIVIDAD
KRISHA LEE P. ORIAS
February 2020
ii
ACKNOWLEDGMENT
The researchers would like to express their heartfelt and
warmest appreciation to all the significant people who have given their
support and helping hand in the realization of this quantitative
research.
First and foremost, the researchers would like to express their
sincere gratitude to God, as He bestowed upon them the knowledge
and strength needed to complete their thesis.
To Mr. Nestor M. Idra, their English Teacher and Research
Adviser, for giving them the opportunity to learn and discover more
about research, the continuous support in their research, his patience,
motivation, enthusiasm and immense knowledge. His guidance helped
them to complete the writing of this thesis.
To Mrs. Maggie C. Villanueva, their Math Teacher and
Statistician, for sacrificing her time to check on the statistics,
treatment to use, suggestions, and all her professional contributions.
The researchers assured that her labor will not be put in vain.
They would also like to thank the others who have helped them
on the way: Mr. Rico Herrero, Mr. Allan Napiza, and Mr. Lean
Villareal, the statisticians from different grade levels for their iii
insightful comments, improved title suggestion, and helping with the
interpretation of tabulated data.
To Mrs. Monalisa Jemino, their Science Teacher, for giving her
time for them to polish and finish the research.
To the Grade 10 Teachers, who gave them the permission to
conduct the survey in their classes.
To the Grade 10 Students, as their respondents who agreed to
answer the survey and shared their priceless experience to complete
this study.
To all the members of their families, for giving birth to them at
the first place, taking care of them, upright, by standing by their side
through thick and thin, and supporting them spiritually and financially
throughout their lives.

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ABSTRACT
Title : PEER GROUPS: FACTORS THAT INFLUENCE

THE ACADEMIC PERFORMANCE AND
SOCIALIZATION AMONG GRADE 10 LEARNERS
OF PUNTA INTEGRATED SCHOOL
Authors : Jeriz Camille D. Belarmino

Dredd Xander V. Hernandez
Brian James G. Manjares
Troy A. Natividad
Krisha Lee P. Orias
School : Punta Integrated School
Adviser : Nestor M. Idra
The study aimed to determine the influences of the different
factors of peer groups on the academic performance and socialization
of Grade 10 Learners. The influence of the different factors of peer
groups when identified will form a base for sharing appropriate
solutions to possible negative influence to the community, learners,
parents, teachers, and schools to beware of the ways they can direct
peer group factors.
The descriptive method of research was employed in this
investigation. There were 220 respondents composing of 22 students
per section of the Grade 10 Learners of Punta Integrated School.
Statistical tools used in the study were weighted mean and standard
deviation.
The findings of this study show that peer group forms the main v
basis through which the student learns lot of empirical facts about
his/her physical and social environment, acquisition skills, and value as
well as attitude towards the society. The influences of peer group
factors on the Grade 10 Learners’ academic performance and
socialization positively transformed them from having poor social
performance to having great social interaction and from having poor
academic performance to excellent performance in school.

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TABLE OF CONTENTS
PAGE
Title Page I
Acknowledgement ii
Abstract iv
Table of Contents vi
List of Figures viii
List of Tables viii
List of Appendices ix
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND

Introduction
1
Theoretical Framework 9
Statement of the Problem 15
Research Hypothesis 16
Scope and Delimitations
17
Significance of the Study
17
Definition of Terms
19
2 REVIEW OF RELATED STUDIES

Review of Related Studies 20 vii
Synthesis 38
3 METHODOLOGY
Research Design 41
Research Locale 42
Population and Sampling 42
Respondents of the Study 43
Data-Gathering Procedure 44
Instrumentation 45
Statistical Treatment of Data 46
Ethical Considerations 47
4 PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA
48
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings
66
Conclusions
70
Recommendation s 71
REFERENCES 74
APPENDICES 78
CURRICULUM VITAE vii
i
81
LIST OF FIGURES
FIGURE PAGE
1 Research Paradigm 14
2 Distribution of the Respondents 44
LIST OF TABLES
TABLE PAGE
1.1 Weighted Mean and Standard Deviation 48

of the influences of peer group factors in
terms of academic performance.
1.2 Weighted Mean and Standard Deviation of the 50
influences of peer group factors in terms of
socialization.
2.1 Level of Students’ Peer Group Assistance 52 ix

influences of peer group on the academic
performance in terms of assistance.
2.3 Level of Students’ Peer Group Communication 55

performance in terms of communication.
3.1 Level of Students’ Peer Group Social 58
Belongingness

performance in terms of social belongingness.
3.3 Level of Students’ Peer Group Motivation and 62
Engagement

performance in terms of motivation and
engagement.
LIST OF APPENDICES
APPENDI PAG
X E
A Letter to the respondents 78

B Survey Questionnaire 79
x
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Peer groups are among the most influential social forces that
start to develop in adolescent stage, the time of transformation in
many areas of an individual’s life, amid these rapid physical,
emotional, and social changes, youth begin to question adult standards
and the need for parental guidance. As stated in the study of Mapesa,
(2013), it affects the adolescent behavior – from daily decisions
concerning the clothes to wear, the amount of money to bring,
hairstyle, music, and entertainment, to more significant decisions
concerning short and long-term education plans. As adolescents ask
questions relating to social identity theory such as, “Who am I?” and
“What do I want out of life?” and make the transition to middle school
and then high school, peer networks increase, and peer crowd
affiliation becomes an important aspect of peer relations Mosha,
(2017).
However, Castrogiovanni, (2002) defined peer group as a small
group of similar age, fairly close friends, sharing the same activities. In
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its most acceptable form, peer group is a healthy coming-of age
intermediary, by which youth grasp negotiating skills and learn to deal
with challenges and to solve problems in a social context. Peer group
can also act as positive role model, for example, if one is involved with
a group of people that are ambitious and working hard to attain high
academic goals, one might feel pressured to follow suit to avoid feeling
excluded from the group.
A negative peer influence could be seen as one of the militating
forces why most student record poorly in academic performance and
social performance, the reason for this is not farfetched: they spend
large amount of time in extra curriculum. More often than none,
academic and social priorities are neglected and thus academic
performance and socialization grossly affected. Academic
performance refers to excellence in all academic discipline. Steinberg,
(2005) posits that academic performance encompasses students’
ability and performance; it is multi-dimensional; it is intricately
associated to human growth and cognitive, emotional and social
physical development. Academic performance also refers to how well a
student is accomplishing his tasks and studies. He discussed some of
the factors that can influence the child’s academic performance and
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those were the assistance and communication given by the peer
groups.
On the other hand, socialization refers to the way the students
attach themselves in the society. Socialization being a life-long process
cannot be limited to the family members alone. As a child grows older
and more matured, it become more necessary for the external bodies
to be involved in his/her life. The family is not expected to provide all
the education required by the growing child. The school which is an
established academic institution in which the behavior of an individual
is sharpened to get him/her equipped for occupational socialization. In
the school system, the child gets into the social group of “like minds”
and interest. Some of the factors include the social belongingness,
motivation, and engagement of a child. As a result of the various
attitudes, skills, knowledge is acquired through role-play. Peer group as
an agent of socialization is the most important socializing is the most
important socializing agent for the developing child. Peer group is the
pivot of social change and during interaction peers; the child’s life is
transformed from the helpless child into a mature adult Bierman,
(2004). There should be an interrelated relationship between peer
group, academic performance, and socialization. It was believed that

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student’s academic performance and socialization correlate with the
group he or she belongs. Peer Influence can be either positive or
negative. If a student is influenced negatively by peer, it affects his or
her academic performance and socialization. Nevertheless, stronger
students do have an impact on their peers and actually help improve
their overall academic performance and social life. Conversely, positive
peer influence on academic performance and socialization depends on
person’s self-identity, self-esteem and self-reliance. Peer influence can
as well inspire student’s academic and social vigor and motivation for
achievement according to Lashbrook, (2000).
Stressing the positive benefits of a group, Bandura in Olalekan
(2016), noted that through observing and imitating the behavior of
others, learners can avoid much wasteful random behavior and come
close to reproducing the behaviors of which members are recognized.
A student may not be dull but playful. If he is well monitored and he
falls into a group of brilliant students who are not playful, he imitates
them and this changes his attitude towards learning for better. In the
same vein a study by Bankole and Ogunsakin, (2016) investigated the
influence of peer group on the academic performance and socialization
of students.
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Peers are that of equal standing with another. In short words,
equal; especially one belonging to the same societal group, based on
age, grade, or status. They contribute well into how an individual act
towards various things. It massively changes how they perform and
think about certain things, for instance, the way they should handle
problems associated with their social life.
Generally, it has been observed and there are studies which
shows that peers are influencing the learner in terms of academic
performance and the way of socializing, studies from various cultures
have proved that a child right from infancy to adolescence is faced
with urge to belong and to be accepted by the group. The influence of
the peer educational climate is defined by the amount and the style of
help that children receive from the peer group. This is determined by
elements of the peer context, like the dynamic of communication and
effective relationships, attitude towards value, expectations, etc.
Temitope and Christy, (2015). A basic human need is to acquire an
affiliation to a group in the society. Peer relationships are common in
the schools and homes and this plays vital roles in the academic
performance and socialization of a Grade 10 Learners in Punta
Integrated School.
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As cited in the studies of Mapesa, (2013) and Goethe, (2001),
they found out that weak students do better when grouped with other
weak students. It shows that student’s academic performance and
socialization improve if they are with the students of their own kind.
Similarly, Sacerdote, (2001) found out that grades are higher when
students have unusually academically strong peers. The results of
Zimmerman (2003) were somehow contradictory to Goethe results but
again it proved that student’s academic performance and socialization
depends on number of different factors, it says that weak peers might
reduce the performance of strong students.
Teachers, parents, and peers all provide adolescents with
suggestions and feedback about what they should think and how they
should behave in social situations. These models can be a source of
motivation or a lack thereof. Modeling refers to individual changes in
cognition, behavior, or effects that result from the observation of
others Ryan, (2000). Through observing others on how they face a
particular aftermath, perform a particular behavior or speak up a
certain opinion can introduce an individual to new behaviors, deepness
of insights, and have broad mind that may be different from his or her
own. Observation also nurtures an individual on the consequences of

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such behavior, level of thinking, and opinions. Depending on these
consequences, observation of a model can strengthen or weaken the
likelihood the observer will engage in such behavior or adopt such
beliefs in the future.
Students in the midst of their group transformed into the true
picture of their behavior, they feel more comfortable among fellow
students but feel uncomfortable at home or at the presence of teacher
or parent. The most important influence on student behavior to
learning is not always the teacher but the fellow students.
The potential for peers to affect individual achievement is
central to many important policy issues in elementary and secondary
education, including the impacts of school choice programs, ability
tracking within schools, “mainstreaming” of special education
students, and racial and economic desegregation. Vouchers, charter
schools and other school choice programs may benefit those who
remain in traditional public schools by engendering competition that
leads to improvements in school quality but may also harm those left
behind by diminishing the quality of their classmates Caucutt, (2002).
The aforementioned details about peer groups and how it affects
learners were observed in the school of Punta Integrated School among

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Grade 10 Learners. In legalities, the advisers of every section were
asked and strongly agreed that most of their students who have low
grades are those with no peer groups. As seen in the records from the
guidance, there are students who got in troubled with gangs, they are
severely damaged because no one even tried to help them for the
reason that they don’t have friends. There are students who barely
express themselves because they don’t have much support coming
from their classmates or friends compare to those students who have
friends or peer groups, they are able to confidently speak and most of
them do excel in their respective classes. With this, there is a need to
identify the influence of peer group factors on academic performance
and socialization because there are other factors that can influence the
learning, but the role played by the peer group learning is more than
other factors because the attitude of students to learning are not
always encouraging. As already eluded to, peers can also provide
many positive elements in a learner’s life. It is important, however, to
remember that peer influence can potentially have a deadly impact or
other various negative effects. It is vital for education-related
professionals to understand the complex aspects of peer influence in
order to stop these negative effects before they occur. The most
common types of peer group to be investigated are the Grade 10

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Learners who fall into the same group that could bring positive
influence on their learnings and social performances.
Theoretical Framework
John C. Weidman’s Model of Socialization
This study was anchored on John C. Weidman’s (1989) model of
socialization as cited in the study of Mapesa, (2013) in learning
institutions is perhaps the most appropriate theoretical model with
which to investigate and interpret peer group influence on the
academic performance and socialization. Weidman’s model of
socialization didn’t only focus on the socialization itself; he stated the
peer group impact to the academic performance of a student in
relation to their social performance. The adaption of Weidman’s model
follows similar studies of peer effects by Dey (1996, 1997) and Milem
(1998).
Weidman stressed the importance of understanding both the
individual and the groups or memberships that influence the individual.
From the individual’s point of view, socialization entails learning the
appropriate behaviors and attitudes of the group, facilitated by
interactions with others who exemplify the norms of the group. An

1
individual learns appropriate social norms according to how group
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members react. For students, this entails norms regarding primary
socialization and performance in class with faculty and peers, with
additional influences from family members.
Weidman conceptualizes the major influences on student change
in learning institutions to be pre- learning institutions or student
background characteristics, the academic and social normative context
of an institution, and the impact of parental and non-college reference
groups. Normative contexts are particularly important in Weidman's
model for influencing change in personal orientations during college.
However, Weidman also made three points about the role of the
interpersonal environment and interpersonal processes in socialization.
First, he cites Homans (1950, 1961) and argues that the socialization
process dependence on interpersonal interaction and the sentimental
intensity of the relationship associated with interaction. Second, he
notes that frequency of interaction was also critical. Lastly, he
underscored a conclusion made by a number of researchers, that the
long-term academic impacts of learning institutions are not the result
of classroom experiences, but of informal forms of social interaction
with students and faculty.

1
By focusing on peer group influences, this study concentrated on
1
two parts of Weidman’s model, the normative context of informal peer
groups and implicitly, the socialization process of interpersonal
interaction. To isolate these elements of the socialization process in
learning institutions, was borrowed from the conceptual and
methodological models of college impact of Astin, (1984, 1993),
models that are also implicit in Weidman’s (1989) framework. Astin’s
(1993) model of secondary impact emphasized the intercorrelated
nature of student characteristics (inputs) and environmental elements
of the secondary experience. This relationship becomes problematic
when trying to isolate the unique contribution of the educational
environment on student outcomes because student inputs are
frequently related to both environments and outcomes.
In other words, qualities of the student may explain their
eventual outcome (smart students will get high grades) and may also
determine the types and nature of their educational experiences (math
majors will take more math courses).
Attachment Theory
Cotterell, (1996) in his explanation of Attachment theory in
relation to peer influence states that in bonding with peer groups the
1
person experiences a sense of belonging and endorsement, a ‘sense of
2
place’ in the group and the secure feeling of being ‘at home’ with
her/his mates or chums” Peer groups supply positive emotional
experiences to their members through acceptance and recognition of
the individual. They provide a sense of belonging and solidarity within
the group which confirms their group identity”.
Maslow's Model
Abraham Maslow (1954) viewed the need for love and
belongingness as a step toward achievement in his hierarchy of
motivation model, which he described in. In this view, the deprivation
of more basic needs hinders progress along the path to achievement.
In Maslow's model, people must have love and belongingness issues
satisfied in order to address needs of achievement. For example, a
student with deprived relationship concerns will be less able to
participate in classroom learning opportunities. The ability to learn is
built on a foundation of comfortable relationships with others, including
peers and family, and classroom learning is all about learning with and
in the presence of others.
Social Identity Theory

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Social Identity theory proposes that an individual’s self-concept
3
is
influenced by the “ingroups” he or she belongs to. Individuals are
motivated to attach positive evaluations to their ingroups when
compared with “outgroups” with whom they do not have a
relationship. Positive associations one attaches to an ingroup may then
extend to having a positive self-concept and high self-esteem. The
important role of peer groups in the development of identity must be
monitored within the peer program context to ensure that peer-based
programs do not reinforce negative identity and negative role
stereotypes associated with the target group. Without monitoring and
guidance, participants may begin to dwell on issues and adopt the
identity of ‘being a teenage mum’ or ‘being a gay or lesbian youth’
rather than constructing more positive identity descriptions and roles
e.g. being a positive role model for others, advocating for equal rights
Tajfel and Turner, (1979).
Bandura's Social Learning Theory

1
Bandura's social learning theory speaks precisely to the human
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interactions involved in learning. Observational or "vicarious" learning
is based upon learning by watching then "modelling" or acting similarly
to others. If the student views and works with people who appreciate
learning by engaging in learning activities, then the student too will
engage in learning and might work harder at learning. Peers with
positive attitudes and behaviors toward education will allow and teach
each other to set goals that include opportunities to learn and achieve.
If peer models do not convey positive attitudes toward learning, then
the students observing these models will not prioritize learning in their
own lives. They will learn to prioritize other goals Bandura, (1996).
The flow of the study is presented in the paradigm that follows.
INDEPENDENT VARIABLE
Factors of Peer Groups in Influence of the different

terms of the level of: factors of peer groups in
terms of:
1.1. Assistance
1.2. Communication 1.1. Academic
1.3. Social Performance
Belongingness 1.2. Socialization
1.4. Motivation and
Engagement
DEPENDENT VARIABLE
Figure 1. Research Paradigm

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Figure 1 presents the Research Paradigm, which contains the
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independent variable and dependent variable based on the concepts
presented in the theoretical framework of the study.
The independent variable in the first box contains the factors of
peer groups in terms of the level of assistance, communication, social
belongingness, and motivation and engagement.
Listed in the second box is the dependent variable which
contains the influence of the different factors of peer groups in terms
of the academic performance and socialization.
Statement of the Problem
The purpose of this study is to examine the relevant existing
literature on the positive and negative effects of peer influence on
Grade 10 learners of Punta Integrated School. More specifically, this
research paper focused on how the difference factors of peer groups
influence the academic performance and socialization of the learners.
The following statement of the problems guided this study:
1. What are the implications of the influences of peer group
factors on the Grade 10 Learners in terms of:
1.1. Academic Performance

1
1.2. Socialization
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2. What are the influences of peer group on Grade 10 Learners’
academic performance in terms of:
2.1. Assistance
2.2. Communication
socialization in terms of:
3.1. Social Belongingness
3.2. Motivation and Engagement
Research Hypothesis
Akuezilo, (1990) defined hypothesis as “a provisional statement
given to guide an investigation.” It is a tentative statement about a
phenomenon which may or may not be true.
There is no significant influence the different factors of the peer
groups on the academic performance and socialization of Grade 10
Learners.
Scope and Delimitations

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For the clarity of focus, this research undertaking was guided by
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the following scope and delimitations:
1. The study focused on the influence of peer group factors on
the academic performance and socialization of Grade 10
Learners of Punta Integrated School.
2. The study carried out in the random Grade 10 students every
section in Punta Integrated School.
3. The respondents used were Grade 10 learners, the scope
limited to twenty-two (22) students per section of Grade 10
students in Punta Integrated School with a total of 220
respondents.
Significance of the Study
The findings of this study will be helpful in determining the
influences associated to the peer group factors in relation to the
academic performance and socialization of Grade 10 Learners in Punta
Integrated School. The influence of peer group factors when identified
will form a base for sharing appropriate solutions to community,
learners, parents, teachers, and schools to beware of the ways they
can direct peer group factors.

1
The Learners. They will benefit from the study by acquiring
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knowledge and understanding the peers that can help and hinder their
progress in academic and the way they socialize. This will help the
students to know how important it is the type of people they will be
choosing to be with in a daily basis.
The Teachers. After the result, they will be able to know more
about the peer group which in turn will continue to enhance teaching
and learning process.
The Parents. They will benefit from this study by knowing how
their involvement with their children affects the academic performance
and socialization of them.
The School. This study will be helpful for the school in
determining the possible causes of poor performance and poor social
interaction of their students. In addition, this will somewhat give them
strategies on how the school can manage all their learners, improve in
developing stronger bond and enhance in expressing thoughts, views,
and opinions.
1
Definition of Terms
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Academic Performance. This refers to how well a student is
accomplishing his tasks and studies.
Adolescent. This refers to the young person who is developing into an
adult.
Assistance. This is the help given by the peer group to the grade 10
learners.
Communication. This is the way the peer group exchange and
discuss about things in school or in society.
Engagement. This refers to the bond of the peer group together.
Motivation. This is the advice and encouragement given by the peer
group.
Peer. This refers to the friend of a grade 10 learner.
Peer Group. This refers to the group of friends of a grade 10 learner.
Socialization. This is the way a grade 10 learner communicates and
interacts with other students.
Social Belongingness. This refers to the interaction and fitness of a
grade 10 learner to the society.

2
0
CHAPTER 2
REVIEW OF RELATED STUDIES
In view of the significance of the study in various factors of
human being, existence, survival, and communication, the publicity of
work done on the influence of peer group on the academic
performance and socialization of students is necessary to expose the
researcher to what has already been done on the area of research.
Therefore, this chapter is a review of the existing literature
relevant to the topic of the influence of peer group factors among
Grade 10 Learners. This will focus on giving a clear understanding on
the issue of poor performance of students, low achievement in
academics, and poor social interaction of the learners. The literatures
reviewed here includes: 1.) Concept of Peer Group; 2.) Facts about
Peer Relations; 3.) What Peer Groups Influence the Learners; 4.) The
Effect of Peer Groups Relationship on Learning; 5.) Communication; 6.)
Similarity and Socialization; 7.) Motivation and Engagement; 8.)
Teacher-Student Relationship in Learning Environment; 9.) Parents

2
Influence on Student’s Peer Group Relationship; 10.) Positive Peer
1
Group Influences; 11.) Negative Peer Group Influences; 12.) Synthesis.
Concept of Peer Group
The Oxford Advanced Learners Dictionary, (2001) defined
peer group as a group of people of same age or social status. The peer
group is the first social group outside the home in which the child
attempts to gain acceptance and recognition. Peer group is an
important influence throughout one’s life but they are more critical
during the developmental years of childhood and adolescence. Peer
groups are essential to social and general development.
Communication with peers increases significantly during adolescence
and peer relationships become more intense than in other stages
Papalia, Feldman and Kruk, (2004) and more influential to the teen,
affecting both the decisions and choices being made Swanson,
Edwards, and Spencer, (2010). High quality friendships may enhance
children's development regardless of the characteristics of those
friends. As children begin to bond with various people and create
friendships, it later helps them when they are adolescent and sets up
the framework for adolescence and peer groups Berndt and Thomas,
(2002).
2
According to Castrogiovanni, (2002) a peer group is defined as
2
a small group of similarly aged; fairly close friends, sharing the same
activities. In general, peer groups or cliques have two to twelve
members, with an average of five or six. Peer groups provide a sense
of security and they help adolescents to build a sense of identity.
According to Santrock, (2010), Peers are the individuals who
are about the same age or maturity level. Peer pressure is defined as
when people your own age encourage or urge you to do something or
to keep from doing something else, no matter if you personally want to
do it or not Ryan, (2000). The subtler form of peer pressure is known
as peer influence, and it involves changing one’s behavior to meet the
perceived expectations of others Burns and Darling, (2002). In general,
most teens conform to peer pressure about fairly insignificant things
like music, clothing, or hairstyles. When it comes to more important
issues like moral values, parents still remain more influential than the
peer.
The attractiveness of the group, the nature of conformity
demanded by the group and the morals of the group determine
whether a group is likely to have positive or negative impact on
members’ motivation and achievement. If the atmosphere of the group

2
is warm, understanding and supportive, the group influence or
3
motivation, task performance and achievement will most likely be
positive. A hostile atmosphere, constant frustration and frequent
conflicts produce a negative impact not only on the member’s growth
and behavior but also on his motivation to work.
Facts about Peer Relations
Peer groups are constantly evolving and many factors play a
role in how peer groups function today. In the study of Howard, (2014),
she cited the study of Lingren, (1995) and gives some interesting facts
about peer relations. These facts may help adults better understand
the potential foundation of some peer group behaviors during
adolescence. Adults should understand the facts surrounding peer
relations before forming an opinion about adolescent groups in
general.
First, during adolescence, parents and their children are more
physically and psychologically distant from each other. This is a normal
process, but it is shown in decreases in emotional closeness and
warmth, increases in parent-adolescent conflict/disagreement, and an
increase in time adolescents spend with peers. Second, increases in
family strains, such as economic pressures and divorce, have

2
prompted teenagers to depend more on peers for emotional support.
4
Third, in ten to twenty percent of families, parents and adolescents are
in distressed relationships characterized by emotional coldness and
frequent outbursts of anger/conflict. Fourth, youth gangs commonly
associated with inner-city neighborhoods are becoming a more
common phenomenon among youth in smaller cities, suburbs, and
even rural areas. Fifth, formal dating patterns have been replaced with
informal socializing patterns in mixed-sex groups. This may encourage
casual sexual relationships that heighten the risk of teenage
pregnancy, AIDS, and other sexually transmitted diseases. Sixth,
ethnicity is replacing individual abilities or interests as the basis for
defining peer “crowds.” Finally, the increase in part-time employment
among youth has had little effect on peer relations. In order to spend
time with peers, teenagers drop extracurricular activities, reduce time
spent on homework, and withdraw from family functions.
It is clear that everything from family strain to ethnicity plays a
role in how peer groups develop and operate. All of these factors have
the potential for creating greater peer influence in or outside of school,
and sometimes have the consequence of generating increased
pressures on adolescents to engage in problematic behaviors. Some

2
parents may assume that they are the only family experiencing
5
frustration with some of their adolescent’s behaviors when, in reality,
frustration between parents and adolescents is a fairly universal
occurrence.
What Peer Groups Influence the Learners
Educators and parents should be aware that peer groups provide
a variety of positive experiences for the learners. According to Black
(2002), peer groups provide a forum where students construct and
reconstruct their identities. Castrogiovanni, (2002) stated that at no
other stage of development is one’s sense of identity so unstable. A
peer-labeling process may be contributing to the construction of
positive identities for some adolescents but negative identities for
others.
Students learn about what is acceptable in their social group
by observing their friends’ reactions to how they act, what they wear,
and what they say. The peer group gives this potent feedback by their
words and actions, which either encourages or discourages certain
behaviors and attitudes. Anxiety can arise when students try to predict
how peers will react, and this anxiety plays a large role in peer
influence. In fact, Burns and Darling, (2002) stated that self-conscious

2
worrying about how others will react to future actions is the most
6
common way adolescents are influenced by their peers. When a
student who takes an unpopular stand and goes against the
expectations or norms of the peer group, he or she is at risk for being
ridiculed. Ridicule is not an easy thing to accept at any age. This leads
to peer pressure. Peer pressure is defined as something provided by
the peer group when people your own age encourage or urge you to do
something or to keep from doing something else, no matter if you
personally want to do it or not Ryan, (2000).
The Effect of Peer Groups Relationship on Learning
Sociologically, in a study made by Olalekan, (2016), he said
that peer group is the aggregation of youths of approximately the
same age level and status, describes a peer group as member of
individuals bound together by purpose or abilities. viewed that
members of a group perceive themselves to be alike in significant
ways.
Peer group has come to be recognized as an association of
those within the same age group and the concept can apply to both
the adult and the young. In socialization and education, it refers to a
group of boys and girls or both belonging to the same age group. It has
2
been found that in most cases, group comprises of people of the same
7
sex and age group.
It has also been found that some students find it easier to
relate more with people who are older than them and this have more
natural outlook to life. In such cases, such learners have knowledge of
things in all sphere of life and could easily discuss issue outside the
school curriculum Brent, (2006).
Communication
Communication within peer groups allows adolescents to
explore their feelings and identity as well as develop and evaluate
their social skills. Peer groups offer members the opportunity to
develop social skills such as empathy, sharing, and leadership.
Adolescents choose peer groups based on characteristics similarly
found in them. By utilizing these relationships, adolescents become
more accepting of whom they are becoming. Group norms and values
are incorporated into an adolescent's own self-concept Mosha, (2017).
Through developing new communication skills and reflecting upon
those of their peers, as well as self-opinions and values, an adolescent
can share and express emotions and other concerns without fear of
rejection or judgment. Peer groups can have positive influences on an

2
individual, such as on academic motivation and performance. However,
8
while peers may facilitate social development for one another they
may also hinder it Brown, (2004).
Similarity and Socialization
According to Ryan, (2000) an important component of
interpersonal attraction and selection of friends is similarity. Howard,
(2014) also suggested that adolescent peer group members select
each other based on similar characteristics just as adults do. It is
unusual for a young person to select a friend who uses cigarettes or
alcohol if they do not. Even when a non-using adolescent has a best
friend who uses cigarettes or alcohol, research has shown that peer
influence was relatively small and was mediated by family factors,
such as parental monitoring.
Mosha, (2017) stated in her study that in earlier years, Cohen,
(1983) suggested that whether socialization results in reinforcement or
change depends on initial similarity. If individuals are similar on a
particular characteristic, then the pressure will be to remain same on
that characteristic. On the other hand, if individuals are different on a
particular characteristic, the pressure will be for change to occur so
that similarity may be achieved. Because it is impossible to select

2
friends who are similar in all characteristics, Ryan, (2000) stated that it
9
makes sense that selection focuses on the characteristics that are
most central to an individual’s identity (i.e., the characteristics most
valued). In general, adolescents overestimate how similar they are to
their friends and perception is vital to influence.
Landau, (2002) supported the conclusion by stating that
students who care about learning are more likely to associate with
peers who share this interest in academics than those who have less
interest in learning. The personal value that an individual attach to a
characteristic also affects the individual’s response to change. High
value results in resistance to change, and low value results in
receptiveness to change Ryan, (2000).
Motivation and Engagement
Another important aspect of student peer group is motivation.
The difference between motivation and engagement is that motivation
is more focused on student cognition underlying involvement in
schoolwork (i.e., beliefs) and engagement is more focused on actual
involvement in schoolwork (i.e., behavior). Ryan, (2000) found that
peer groups were influential regarding changes in students’ intrinsic
value for school (i.e., liking and enjoying) as well as achievement (i.e.,
3
report card grades). The peer group was not, however, influential
0
regarding changes in students’ utility value for school (i.e. importance
and usefulness). It was found that associating with friends who have a
positive affect toward school enhanced students’ own satisfaction with
school, whereas associating with friends who have a negative affect
toward school decreased it Ryan, (2000).
Landau, (2002) stated that an adolescent’s expectancy of
success was the primary predictor of academic effort and grades. A
sense of belonging and support of a peer group was also significantly
associated with these outcomes.
Athletics, dating, and sexual behavior, as well as alcohol,
drug, and tobacco use have been shown to be important to friendship
choice in adolescence. For some adolescents, other interests may
compete with or take charge over similar academic motivation and
engagement as criteria for selecting a peer group. This could put an
adolescent’s motivation and engagement in school in a precarious
position Ryan, (2000). Through selection, some adolescents may place
themselves in peer group situations that support or foster their
achievement-related beliefs and behaviors. Others may place

3
themselves in contexts that weaken achievement-related beliefs and
1
behaviors.
Teacher-Student Relationship in Learning
Environment
The effectiveness and success of the academic achievement
of the school depends on a large measure of the development of
success of small group. It supersedes working with youngsters
individually. Teachers need to help the work group build its own
cohesion and continually resolves the group’s internal problems. The
teacher`s job despite the myriad requirements and changing
conditions that affect him is to help each learner form his optimum
level. In order to do this, the teachers must create an effective learning
environment; understanding of group characteristics and social
interactions makes the teacher more knowledgeable and behave in
productive ways. Bary, (2007) wrote that in schools, interpersonal
relationships occur within the bounds of groups. And the first thing one
should examine in a classroom group is the awareness of a child’s
social position in the classroom has great deal of implication for his
school work. Schoolwork demand regular interaction between students
and teachers.
3
Boocook, (2006) maintained that there are some evidence
2
that the teacher-students relationship is strong by providing teacher
with information on their students’ abilities, home, environmental
problems, emotional problems and encourage them to use his
information in planning their work.
Rist, (2005) wrote that much of the difficulties which culturally
different pupils encounter in the schools may be attributed to how a
teacher views the pupils. Therefore, it is important that the teacher use
peer group for effective teaching and classroom interaction. This above
view is also supported by Mannhet, (2007) that these physical
relationships are important because they give the very often
unexamined basic framework on which classroom relationships and the
teacher-pupils work attitudes are built up.
Moreover, the personality of the teacher is very important
because pupils view the teacher personality before, they relate on
associate with them. Dollard, (2009) supported that this how pupils
achieve in schools, how they behave and particularly how they view
themselves is to a remarkable degree function of teacher`s
personality.
3
The teacher should be aware that not all the students who are
3
in a group work facilitate or participate in the work, in support of this,
Aldridge, (2011) proposed the theses that some youths joins the group
not to achieve but to avoid responsibility and confrontation of life since
other group members will sort the work out. They have no idea of what
they want to do, so they find unity in a free for all achievements.
Aldridge therefore suggested that the antidote for these is a
dialogue/discussion and in short, interactive teaching influence. Also, a
teacher according to John, (2009) may capitalize on group function by
getting pupils to discuss group weakness.
Woolf, (2009) asserted that, there is evidence that giving the
distributed pupils any kind of attention may be helpful. In support of
this view Ceane, (2009) asserted that the key to successful teaching
resides in acceptance, applause and attention to pupils need. In case
where a teacher identifies a brilliant student in a group that is not
incline to study, efforts should be made to encourage him thus will
improve his learning where teacher no longer dominates.
Parents Influence on Student’s Peer Group
Relationship
3
According to Olalekan, (2016), he said that the first people
4
with whom the child comes in contact with are is parents. They
transmit to him their own values of right and wrong at a time when he
is not in contact with any other influences. Unless the foundation laid
by home is sound and solid, the school has nothing to build upon and
the child later becomes a problem not only to his parents but also to
the community. It is therefore the home that the child comes from that
determines type of group the child would join. In essence a child from
home that well-disciplined would find it difficult to be in a group that
comprises of delinquents and if he finds himself in such group, he
would refuse to be influenced by their behaviors. In a case where such
a child is influenced by the group behavior, the situation at home does
not allow him to exhibit it and thus he pretends and become meek in
the presence of his parents. It is important for the parents to know a
child`s friends both at home and at school, in order to achieve this,
parents should make themselves more accessible to their children.
Coleman, (2006) wrote that the adolescent society is a reflection
of a highly industrialized society in which the family has lost many of
its former characteristics, especially those that made it self-sufficient
economic units. In turn, the family has little to offer the child in the
3
way of training him/her for his/her place in the community. Since the
5
parents are not available to relate to, he finds his level with peers.
Robinson, (2008) wrote that parents once concerned with the
achievement of their children try and train them for independent
action and initiative. Such parent would do everything in their power to
see that their children mix with the right type of groups so as to see
them grow responsible adults. Thus, parents motivate their children
into learning by making the home environment conducive for learning
and by providing the child with learning materials.
Positive Peer Group Influences
Contrary to popular belief, not all peer influence is negative.
Spending more time with peers does not always translate into trouble.
Peer influence can, in fact, keep youth participating in religious
activities, going to meetings, and playing on sports teams, even when
they are not leaders. The peer group is a source of affection,
sympathy, understanding, and a place for experimentation. This factor
is consistent with Bowmeister and Leary’s “belongingness hypothesis”
in that there is a genetically based need to belong. The basic premise
is that people of all ages seek inclusion and avoid exclusion. Influence
in these primary peer groups can vary from joining the track team or
3
drama club to motivation, engagement, and achievement in algebra
6
class Howard, (2014).
As already suggested, students define themselves by the groups
with which they affiliate. Values that are important to most adolescents
include: school learning and achievement; social activities; and
whether or not to engage in delinquent activities. Landau, (2002). A
systems theory perspective, arguing that groups that provide a lot of
positive feedback encourage action to maintain good feelings. These
good feelings are often reported in peer groups, and actions could lead
to engaging in risky behaviors to keep the “fun” going.
According to Ryan, (2000), students who were identified as “jock-
popular” perceived more pressure in the area of school involvement
and less pressure toward misconduct than students identified as
“druggie-toughs.”
Negative Peer Group Influences
While it is clear that peer groups can be positive for identity
formation, negative peer groups do exist and should be of concern to
education-related professionals. One aspect that may contribute to the
continuation of negative peer groups is passive acceptance of peer-
group structure. Teachers expect that students will behave in a certain

3
way that is consistent with their peer group affiliation and
7
consequently make no attempt to intervene with the structure. In other
words, teachers passively accept the “brain-nerd” differentiation.
Another problem that arises in the school is favoritism toward athletes.
Athletes often receive more esteem in school and are often seen by
other students as receiving special treatment. Special treatment could
come in the form of more teacher-Student interaction or more
academic help from advisors. This extra attention given towards
athletes can be very discouraging for non-athletes and can spark
jealousy. If educators focus too much on the athletes and/or popular
students, they may not even fully notice a struggling student slip
through the cracks Howard, (2004).
An additional drawback in the eyes of Alderman, (2000) is ability
tracking. Ability tracking to him involves separating students based on
their achievement in school in the past. Ability grouping forces
isolation among students at different achievement levels, with each
group forming its own peer culture. Low achievers are isolated from
models of achievement motivation and more effective strategies to
succeed. In essence, ability tracking forces students to form groups
that may not result in the best outcome. High achieving students can
benefit from interacting with low achieving students and “vice versa”.
3
According to Howard, (2014) effort may be diluted when adults
8
use stereotypical images to either excuse or blame students on social
identity categories and crowds to which they belong. For example, a
teacher may excuse poor student test performance on the basis of
family lifestyle, or instead blame the family background for the
performance. Blaming poor performance on situational factors gets the
student nowhere. Regardless of background, students should be given
equal opportunities to succeed and be treated just like everyone else.
Standards should be upheld and consequences for not performing well
on a test are not always a bad thing. Otherwise, the student may also
begin to blame the situational factors and give up trying.
Synthesis
The researchers have examined various studies conducted by
significant researchers which are important for effective and
meaningful analysis and interpretation of data collected in identifying
the effects of peer group influence on the academic performance of
the respondents.
The study conducted by Castrogiovanni, (2002) and Santrok,
(2001) both provided the concept of peer and peer groups which are
essential to this study to relate the reader and future researchers of

3
the idea of the study. They both stated that peer and peer groups are
9
group of learners outside the home which they attempt to gain
acceptance and recognition, similarly aged, close friends, and sharing
the same activities. In addition to the studies, Festigen, (2006) also
shares the same view but added about the limitation of behavior in a
group occurs when they act in a way that is likely to be joined by the
rest of the group.
Moreover, the study conducted by Black, (2002) as supported
by a study conducted by Ryan, (2000) stated the benefits the learners
are getting in peer groups one of these is that it provides a forum
where students construct and reconstruct their identities. On the other
hand, the negative effect the peer groups provide as cited by Burns
and Darlings, (2002) on their study is the self-consciousness it brought
worrying about how others will react to future actions. When a student
who takes an unpopular stand against the expectations or norms of the
peer group, he/she is at risk for being ridiculed.
Furthermore, in the study conducted by Olalekan, (2016) he
mentioned the effects of peer groups influence on learning. He also
enumerated in his study the different ways on facing and how they
4
approach these effects as part of developing their decision making and
0
temper.
The studies conducted by Mosha, (2017), Ryan, (2000),
Landau, (2002), Boocook, (2006), Dollard (2009), and Rist, (2006)
discussed the different factors that may relate to the both positive and
negative effects of peer group influences.
The aforementioned studies supported the findings of this
present study in narrating certain influences of peer group factors on
Grade 10 Learners’ academic performance and socialization.

4
1
CHAPTER 3
METHODOLOGY
This chapter describes the research design as well as the
methods that were used to sample the population and the target
population bringing out the sample size or includes the presentation of
the research methodology utilized in the study.
This includes the research design, research locale, respondents
of the study, research instrument, validation of instrument, data-
gathering procedures, ethical considerations and statistical treatment
of the study related to the influences of peer group factors on the
academic performance and socialization of Grade 10 Learners of Punta
Integrated School.
Research Design
4
This study employed a descriptive survey design, which is a type
2
of research undertaken with the aim of describing the attitudes,
behavior, characteristics, and opinions of variables in a situation
through administering a survey to a sample or to the entire population
of people.
According to Best and Khan, (2009), descriptive survey design is
concerned with conditions or relationships that exists, opinions that are
held, processes that are going on, effects that are evident, or trends
that are developing Kerlinger, (1969). The descriptive survey design
enabled collection of data without manipulating the research variables.
The descriptive survey design optimized on the strengths of
quantitative research methodology. The survey method allowed
collection of data from a large sample population and generated
findings that were a representation of the whole population at a lower
cost Saunders, (2007).
Research Locale
This study was conducted in Punta Integrated School, Division of
Calamba City, Punta Calamba City Laguna.
Population and Sampling

4
The target population utilized for this study as computed using
3
the Slovin’s Formula consists of 218 students but the researchers used
220 students as their respondents instead to have equal number of
respondents per section. It was drawn from ten (10) sections of the
Grade 10 Level of Punta Integrated School, twenty-two (22) random
students per section. This study adopted a design incorporating
descriptive survey. The reason for the use of survey design is because,
questionnaires will be administered on peer group to see the
influences of its factors to a learner from Grade 10 Level. The
researchers used the random sampling technique and did rely on
randomization in selecting the respondents from the Grade 10
Learners. This technique was more reliant on the researcher’s ability to
see the response in general perspective. Kothari, (2004) found that the
organizers of an inquiry deliberately choose random respondents and
informants to ensure sample will be typical or representative of the
whole. In this study, students from Grade 10 Level were chosen
because they are the seniors from the junior high school and as
observed, the researchers can evaluate precisely the influences of
peer group factors on their academic performance and socialization
because of the experience they have in the school.

4
Respondents of the Study
4
Figure 2 presents the distribution of the respondents of the
study. The respondents were 220 grade 10 students and among these
220 students, twenty-two (22) random students were drawn from each
grade ten (10) section. The ten (10) sections are: Archimedes,
Aristotle, Dalton, Edison, Einstein, Faraday, Galilei, Mendel, Newton,
and Plato. Each section consists of 50 students.
Distribution of the Respondents
Archimedes Aristotle Dalton Edison Einstein

Faraday Galilei Mendel Newton Plato
Figure 2. Distribution of the Respondents
Data-Gathering Procedure
After finishing the chapters one and two of the research, the
researchers discussed among themselves to construct the survey

4
questionnaires in accordance to the past studies or related studies.
5
Then, the researchers asked their Research Adviser and English
Teacher to critique and validate their survey questionnaires, after the
approval they asked permission for them to start conducting the
survey.
The researchers used the descriptive survey method to find out
the influences of peer group factors on the academic performance and
socialization of Grade 10 Learners of Punta Integrated School. In
gathering of data, on the same day of the survey, the researchers
sought permission from the current teachers of the sections. After the
teachers agreed upon conducting the survey, the researchers started
distributing the questionnaires to the students.
In collecting data, after the respondents answered the
questionnaires given by the researchers, they were collected, and were
used in order to tabulate the interpretation of the data.
Instrumentation
In this study, the researchers used the survey questionnaire in
gathering of data, this survey design provides a quantitative
description of some fraction of the population that is sample through

4
the data collection process. Questionnaire is being used in data
6
collection instrument for the study. In the sampling stratified sampling
in being applied in this study, under the weighted mean statistics.
For verbal interpretation of data, each of the responses was
weighted using the four-point Likert Scale.
Arbitrary Scale Interpretation
3.50 – 4.00 Strongly Agree
2.50 – 3.49 Agree
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
Statistical Treatment of Data
In order to arrive at the needed analysis and interpretation of the
problems in this study the following statistical tools were applied:
1. Weighted Mean was applied to determine the influence of
different factors of peer group on grade 10 learners’ academic
performance and socialization.
2. Standard Deviation was utilized to identify which among the
influences of the different factors of peer group in terms of

4
the academic performance and socialization give the most or
7
least dispersed responses.
Ethical Considerations
Permission to carry out the study was sought after talking to the
adviser and the students themselves. The nature and purpose of the
study was explained to the respondents by the researchers. The
researchers treated all the information given by the respondents with a
lot of confidentiality to safeguard the respondent’s personal integrity in
regard to the school's ethical considerations. In line with human ethics
procedures established by the Punta Integrated School, the
researchers submitted the questionnaire. It was aimed at seeking
approval and ensuring the ethical acceptability of the research
involving human participants.

4
8
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
INTRODUCTION
This chapter presents the analysis and interpretation of the data
gathered in this study. The outline of the analysis and interpretation
was guided by the problems in Chapter 1.
SOP 1. What are the implications of the influences of peer
group factors on the Grade 10 Learners in terms of:
Table 1.1. Weighted Mean and Standard Deviation of the

influences of peer group factors in terms of academic
performance.
Indicators Weighted Mean Standard Deviation
I prefer to study with my peer group. 2.91 27.99
It's easier to understand a lesson together with my peer 2.84 34.5

group.
I discuss my learning problems with my peer group. 2.59 40.67
When there are quizzes and examinations, I prefer to 3.07 32.54

review with my peer group.
My peer group encourages and inspires me to study 3.46 56.47
harder.
My peer group helps me during performance tasks. 3.02 35.47
My peer group understand that I must prioritize my study 3.11 32.63

first.
The group works helped me boost my grades. 2.78 36.58
My peer group's assistance in group discussion assisted to 3.09 39.97

improve my grades.
My peer group give me their notes whenever I am absent 2.96 34.07
and teach me about the lessons I missed.
4
Table 1.1 presents the weighted means and standard deviations
9
of the influences of peer group in terms of the academic performance.
Getting the highest weighted mean of 3.46 interpreted as agree is the
indicator “My peer group encourages and inspires me to study harder.”
It obtained the highest standard deviation of 56.47 which connotes
that least of the respondents agreed that their peer group positively
influences them by encouraging and inspiring them to study harder
believing that they will be supported by their friends. The statement “I
prefer to study with my peer group.” garnered a weighted mean of
2.91 interpreted as agree and with the standard deviation of 27.99, it
implies that most of the respondents prefer to study with their peer
group in terms of the influence on academic performance.
Sociologically, in a study made by Olalekan, (2016), he said that
peer group is the aggregation of youths of approximately the same age
level and status, describes a peer group as member of individuals
bound together by purpose or abilities. viewed that members of a
group perceive themselves to be alike in significant ways.
Peer group has come to be recognized as an association of
those within the same age group and the concept can apply to both
the adult and the young Olalekan, (2016). In socialization and

5
education, it refers to a group of boys and girls or both belonging to
0
the same age group. It has been found that in most cases, group
comprises of people of the same sex and age group.
SOP 1. What are the implications of the influences of peer
group factors on the Grade 10 Learners in terms of:
1.2. Socialization
Table 1.2. Weighted Mean and Standard Deviation of the

influences of peer group factors in terms of socialization.
I spend time with my peer 2.97 49.15
group.
My peer group do not let me 2.99 38.38
compete with other peer
groups.
My peer group give me 2.85 24.04
advice in my problems.
My peer group let me be 3.25 42.78
friended with other
students.
Me and my peer group share 2.68 25.96
thoughts and opinions to
strengthen our bond.
My peer group helped me 3.2 42.36
express myself more
confidently.
I learned how to socialize 3.09 43.09
well from my peer group.
I can start a conversation 3.01 37.59
well with other people
because of my peer group.
My peer group is a good 3.5 64.48
influence.
My peer group encourages 2.94 27.65
me to socialize with others.
Table 1.2 presents the weighted means, interpretations, and
standard deviations of the influences of peer group in terms of the
socialization. Getting the highest weighted mean of 3.5 interpreted as
strongly agree is the indicator “My peer group is a good influence.” It
obtained the highest standard deviation of 64.48 which connotes that

5
least of the respondents strongly agreed that their peer group gives
1
them good influences. The statement “Me and my peer group share
thoughts and opinions to strengthen our bond.” garnered a weighted
mean of 2.56 interpreted as agree and with the standard deviation of
25.96, it implies that most of the respondents agreed that sharing
thoughts and opinions give them the most positive influence of peer
group in terms of socialization.
The peer group is the first social group outside the home in
which the child attempts to gain acceptance and recognition. Peer
group is an important influence throughout one’s life but they are more
critical during the developmental years of childhood and adolescence.
Peer groups are essential to social and general development.
Communication with peers increases significantly during adolescence
and peer relationships become more intense than in other stages
Papalia, Feldman and Kruk, (2004) and more influential to the teen,
affecting both the decisions and choices being made Swanson,
Edwards, and Spencer, (2010). High quality friendships may enhance
children's development regardless of the characteristics of those
friends. As children begin to bond with various people and create
friendships, it later helps them when they are adolescent and sets up
5
the framework for adolescence and peer groups Berndt and Thomas,
2
(2002).
SOP 2. What are the influences of peer group on Grade 10
Learners’ academic performance in terms of:
2.1. Assistance
TABLE 2.1. LEVEL OF STUDENTS’ PEER GROUP
ASSISTANCE
Indicators WEIGHTED INTERPRETATIO
MEAN N
I prefer to study with my peer group 2.91 AGREE
It’s easier to understand lesson together with my peer group. 2.84 AGREE
When there are quizzes and examinations, I prefer to review with my peer 3.07 AGREE
group.
My peer group helps me during performance tasks. 3.02 AGREE
The group works helped me boost my grades. 2.78 AGREE
My peer group’s assistance in group discussion assisted to improve my 3.09 AGREE
grades.
OVERALL WEIGHTED MEAN 2.95 AGREE
The table shows the weighted mean of the perceived level of
peer group influence in terms of the assistance in the academic
performance of Grade 10 learners of Punta Integrated School. Students
perceived that they agree with the term that they are assisted by their
peer in school. The table shows that student is likely to perform well in
their respective sections with the guidance and help of their friends.
5
Students agreed that being assisted by their peer group can’t just
3
inspire them but increase their grades or level of performance.
Studying with their peer group helps them learn and understand more
the lessons that they seem not to clearly comprehend during class
discussions. Overall, with overall weighted mean of 2.95, students
agreed that they need their peers to academically excel, thus it could
help them learn more and share their own perspective with each other.
Peer group has come to be recognized as one of the
influencing factors that affects a student’s performance, with the
assistance they give, they manage to improve their excellence in the
academics, association of those within the same age group and the
concept can apply to both the adult and the young Olalekan, (2016).
According to Black, (2002), peer groups provide a forum where
students construct and reconstruct their identities. Castrogiovanni,
(2002) stated that at no other stage of development is one’s sense of
identity so unstable. A peer-labeling process may be contributing to
the construction of positive identities for some adolescents but
negative identities for others.
Table 2.2. Mean and Standard Deviation of the influences

of peer group on the academic performance in terms of
assistance.
Indicators Weighted Mean Standard Deviation 5
I prefer to study with my peer group.
It's easier to understand a lesson together with my peer group.
2.91
2.84
27.99
34.5 4
When there are quizzes and examinations, I prefer to review with 3.07 32.54
my peer group.
My peer group helps me during performance tasks. 3.02 35.47
The group works helped me boost my grades. 2.78 36.58
My peer group's assistance in group discussion assisted to 3.09 39.97
improve my grades.
of the influences of peer group on the academic performance in terms
of assistance. Getting the highest weighted mean of 3.09 interpreted
as agree is the indicator “My peer group's assistance in group
discussion assisted to improve my grades.” It obtained the highest
standard deviation of 39.97 which connotes that least of the
respondents agreed that their peer group helps their academic
performance to improve because of the assistance given by their peers
during discussions in class. The statement “I prefer to study with my
peer group.” garnered a weighted mean of 2.91 interpreted as agree
and with the standard deviation of 27.99, it implies that most of the
respondents agreed that studying with their peer group is the most
positive influence on their academic performance in terms of
assistance.
Learners’ academic performance in terms of:
2.2. Communication
5
5
COMMUNICATION
Indicators WEIGHTED INTERPRETA
MEAN TION
I discuss my learning problems with my peer group. 2.59 AGREE
My peer group encourages and inspires me to study harder. 3.46 AGREE
My peer group understands that I must prioritize my study first. 3.11 AGREE
My peer group gives me their notes whenever I am absent and teach 2.96 AGREE
me about the lesson I missed.
The table above shows the weighted mean of the perceived level
of peer group influence in terms of students’ communication about
academic performance. In terms of the content, the statement “My
peer group encourages and inspires me to study harder” has the
highest weighted mean of 3.46, interpreted as agree. This indicates
that peer group has the highest influence of greater academic
performance through inspiring and encouraging one another. The
statements “I discuss my learning problems with my peer group.”, “My
peer group understands that I must prioritize my study first.”, and “My
peer group gives me their notes whenever I am absent and teach me
about the lesson I missed.” has the weighted mean of 2.59, 3.11, and
2.96 respectively and interpreted as agree. This implies that discussing
about the performance in the academics is one great way to solve

5
issues, problems, and weaknesses hindering their excellent
6
performance in class. The overall weighted mean of the perceived level
of peer group influence in terms of students’ communication about the
academic performance is 3.03 which signifies that students agreed
that discussion with peer group can make their performance better.
Communication within peer groups allows adolescents to
explore their feelings and identity as well as develop and evaluate
their social skills. Peer groups offer members the opportunity to
develop social skills such as empathy, sharing, and leadership.
Adolescents choose peer groups based on characteristics similarly
found in them. By utilizing these relationships, adolescents become
more accepting of whom they are becoming. Group norms and values
are incorporated into an adolescent's own self-concept Mosha, (2017).

of peer group on the academic performance in terms of
communication.
I discuss my learning problems with my peer group. 2.59 40.67
My peer group encourages and inspires me to study harder. 3.46 56.47
My peer group understand that I must prioritize my study first. 3.11 32.63
My peer group give me their notes whenever I am absent and 2.96 34.07
teach me about the lessons I missed.
of the influences of peer group on the academic performance in terms
of communication. Getting the highest weighted mean of 3.46

5
interpreted as agree is the indicator “My peer group encourages and
7
inspires me to study harder.” It obtained the highest standard
deviation of 56.47 which connotes that least of the respondents agreed
that their peer group positively influences them by encouraging and
inspiring them to study harder believing that they will be supported by
their friends. The statement “My peer group understand that I must
prioritize my study first.” garnered a weighted mean of 3.11
interpreted as agree and with the standard deviation of 32.63, it
implies that most of the respondents agreed that their peer group
understands the importance of education by supporting them in their
studies and do not discourage them to prioritize it more than anything
and it means that it is the most positive influence provided by their
peer group on the academic performance in terms of communication.
Through developing new communication skills and reflecting
upon those of their peers, as well as self-opinions and values, an
adolescent can share and express emotions and other concerns
without fear of rejection or judgment. Peer groups can have positive
influences on an individual, such as on academic motivation and
performance. However, while peers may facilitate social development
for one another they may also hinder it Brown, (2004).

5
8
Learners’ socialization in terms of:
TABLE 3.1. LEVEL OF STUDENTS’ PEER GROUP SOCIAL
BELONGINGNESS
Indicators WEIGHTED MEAN INTERPRETATION
My peer group do not let me compete with other peer groups. 2.99 AGREE
My peer group let me be friended with other students. 3.25 AGREE
I learned how to socialize well from my peer group. 3.09 AGREE
My peer group helped me express myself confidently. 3.2 AGREE
I can start a conversation well with other people because of my peer 3.01 AGREE
group.
My peer group encourages me to socialize with others. 2.94 AGREE
The table shows the perceived level of peer group influence in
terms of social belongingness of Grade 10 learners of Punta Integrated
School. The statement “My peer group let me be friended with other
students.” has the highest weighted mean of 3.25 interpreted agree.
This indicates that their peer groups are not selfish to have their
members, they will let their members know more people, be
acquainted with another person, and will let to explore. For the
statements “My peer group do not let me compete with other peer
groups.”, “I learned how to socialize well from my peer group.”, “My

5
peer group helped me express myself confidently.”, “I can start a
9
conversation well with other people because of my peer group.”, and
“My peer group encourages me to socialize with others.” has the
weighted means of 2.99, 3.09, 3.2, 3.01, and 2.94 respectively and
interpreted as agree. Implies that social belongingness is one of the
major purposes why people build or form a group, it is to create a new
perspective in life, it is to know a lot of people, and it is to understand
the significance of friendship or relationship. The overall weighted
mean for the perceived level of peer group influence in terms of social
belongingness of Grade 10 learners is 3.08 interpreted as agree which
mean that peer group can help students with their socialization or
social performance.
According to Ryan, (2000) an important component of
interpersonal attraction and selection of friends is similarity. Howard,
(2014) also suggested that adolescent peer group members select
each other based on similar characteristics just as adults do. It is
unusual for a young person to select a friend who uses cigarettes or
alcohol if they do not. Even when a non-using adolescent has a best
friend who uses cigarettes or alcohol, research has shown that peer
6
influence was relatively small and was mediated by family factors,
0
such as parental monitoring.
Landau, (2002) supported the conclusion by stating that
students who care about learning are more likely to associate with
peers who share this interest in academics than those who have less
interest in learning. The personal value that an individual attach to a
characteristic also affects the individual’s response to change. High
value results in resistance to change, and low value results in
receptiveness to change Ryan, (2000).

of peer group on the socialization in terms of social
belongingness.
My peer group do not let me compete 2.99 38.38
with other peer groups.
My peer group let me be friended 3.25 42.78
with other students.
My peer group helped me express 3.2 42.36
myself more confidently.
I learned how to socialize well from 3.09 43.09
my peer group.
I can start a conversation well with 3.01 37.59
other people because of my peer
group.
My peer group encourages me to 2.94 27.65
socialize with others.
of the influences of peer group on the socialization in terms of social
belongingness. Getting the highest weighted mean of 3.25 interpreted
as agree is the indicator “My peer group let me be friended with other
students.” It obtained the highest standard deviation of 42.78 which

6
connotes that least of the respondents agreed that their peer group do
1
not let them negatively socialize but rather let them be friended with
other people. The statement “My peer group encourages me to
socialize with others.” garnered a weighted mean of 2.94 interpreted
as agree and with the standard deviation of 27.65, it implies that most
of the respondents agreed that the encouragement given by their peer
group to socialize with other people is the most significant influence on
the socialization in terms of social belongingness.
Contrary to popular belief, not all peer influence is negative.
Spending more time with peers does not always translate into trouble.
Peer influence can, in fact, keep youth participating in religious
activities, going to meetings, and playing on sports teams, even when
they are not leaders. The peer group is a source of affection,
sympathy, understanding, and a place for experimentation. This factor
is consistent with Bowmeister and Leary’s “belongingness hypothesis”
in that there is a genetically based need to belong. The basic premise
is that people of all ages seek inclusion and avoid exclusion. Influence
in these primary peer groups can vary from joining the track team or
drama club to motivation, engagement, and achievement in algebra
class. Howard, (2014).

6
2
Learners’ socialization in terms of:
MOTIVATION AND ENGAGEMENT
Indicators WEIGHTED INTERPRETATION
MEAN
I spend time with my peer group. 2.97 AGREE
My peer group gives me advice in my problems. 2.85 AGREE
Me and my peer group share thoughts and opinions to strengthen our bond. 2.68 AGREE
My peer group is a good influence. 3.5 STRONGLY AGREE
OVERALL WEIGHTED MEAN 3 AGREE
The table above shows the perceived level of peer group
influence in terms of students’ motivation and engagement. Students
perceived that they agree with the term that motivation and
engagement with their friends boost their confidence and action in the
society. The students strongly agreed with weighted mean of 3.5 that
their peer groups are good influences which makes them motivated
and encouraged to do stay with them. It shows that student is likely to
learn about socialization through the help of their friends in expressing
themselves, in enjoying their time together. Overall, with 3 as the

6
overall weighted mean, students agreed that they must bond with their
3
peer group to open up, to be motivated and inspired, to know the
problems in between, and solve them quickly.
Another important aspect of student peer group is motivation.
The difference between motivation and engagement is that motivation
is more focused on student cognition underlying involvement in
schoolwork (i.e., beliefs) and engagement is more focused on actual
involvement in schoolwork (i.e., behavior). Ryan, (2000) found that
peer groups were influential regarding changes in students’ intrinsic
value for school (i.e., liking and enjoying) as well as achievement (i.e.,
report card grades). The peer group was not, however, influential
regarding changes in students’ utility value for school (i.e. importance
and usefulness). It was found that associating with friends who have a
positive affect toward school enhanced students’ own satisfaction with
school, whereas associating with friends who have a negative affect
toward school decreased it Ryan, (2000).
Landau, (2002) stated that an adolescent’s expectancy of
success was the primary predictor of academic effort and social
performance. A sense of belonging and support of a peer group was
also significantly associated with these outcomes.

6
of peer group on the socialization in terms of motivation and 4
engagement.
I spend time with my peer group. 2.97 49.15
My peer group give me advice in my problems. 2.85 24.04
Me and my peer group share thoughts and 2.68 25.96
opinions to strengthen our bond.
My peer group is a good influence. 3.5 64.48
of the influences of peer group on the socialization in terms of
motivation and engagement. Getting the highest weighted mean of 3.5
interpreted as strongly agree is the indicator “My peer group is a good
influence.” It obtained the highest standard deviation of 64.48 which
connotes that least of the respondents strongly agreed that their peer
group influences them in good way. The statement “Me and my peer
group share thoughts and opinions to strengthen our bond.” garnered
a weighted mean of 2.68 interpreted as agree and with the standard
deviation of 25.96, it implies that most of the respondents agreed that
sharing thoughts and opinions with their peer group strengthens their
bond and resulted to have the most significant influence of peer group
on the socialization in terms of motivation and engagement.
For some adolescents, other interests may compete with or take
charge over similar academic motivation and engagement as criteria
for selecting a peer group. This could put an adolescent’s motivation

6
and engagement in school in a precarious position Ryan, (2000).
5
Through selection, some adolescents may place themselves in peer
group situations that support or foster their achievement-related
beliefs and behaviors. Others may place themselves in contexts that
weaken achievement-related beliefs and behaviors.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
6
This chapter provides a summary of findings as deduced by the
6
study, it also presents conclusions, recommendations of the study and
areas for further research.
Summary of Findings
The purpose of this study was to investigate the influences of
peer group factors on the academic performance and socialization of
grade 10 learners of Punta Integrated School.
1. What are the implications of influences of peer group
factors on the Grade 10 Learners’ in terms of:
The influences of peer group factors on the academic
performance bring excellent performance to the Grade
10 Learners in class. The influences of peer group
factors increase their academic performance. The
influences of peer group factors on the academic
performance among the Grade 10 Learners of Punta
Integrated School were positive.
1.2. Socialization
6
The findings of this study show that peer group forms
7
the main basis through which the child learns lot of
empirical facts about his/her physical and social
environment, acquisition skills, and value as well as
attitude towards the society. The influences of peer
group factors on the Grade 10 Learners’ socialization
positively transformed them from having poor social
performance to great social interaction which is an
important aspect in the daily way of living in the
society. Good socialization is essential as one of the
roles in the society which is to acquaint with other
people, and humans need social experiences to learn
their culture and to survive.
academic performance in terms of:
2.1. Assistance
In the level of the assistance given by the peer group that
influences their academic performances, the students
agreed with 2.95 overall weighted mean that it helps them
excel and standout in their respective classes, easily

6
understand the lessons, pass the exams and quizzes, and
8
have at ease inside the classroom because they know they
have support from their friends.
2.2. Communication
In the level of students’ communication with their peer
group influencing the academic performance, the students
agreed with 3.03 overall weighted mean that it gives them
the advantage to be the least possible people to be
problematic in their studies because they assure that there
will be time to discuss problems and give advices to a
particular learning problems, also it gives them the
motivation and encouragement to study harder, and be
inspired as they all understand that they must prioritize
their studies first.
socialization in terms of:
In the level of influences given by the social
belongingness of peer group with the students in their
socialization, they agreed with 3.08 weighted mean that

6
it teaches them how to treat other group of friends, how
9
to interact with other people without awkwardness, how
they can start a conversation without hesitation, how
they can express their thoughts and opinions
confidently without doubting themselves, and greatly
contributes to their social performances.
In the level of students’ peer group motivation and
engagement to socialization, the learners agreed with
overall weighted mean of 3 that through the motivation
and bond they have with their peer groups, they were
able to determine whether their peer groups are true or
fake, were able to identify the difference between good
and bad influences, were able to share their thoughts
and opinions more freely, and were able to solve their
issues as they talk with each other as siblings.
Conclusions
Based on the findings of the study that were mentioned above,
the following conclusions are drawn.

7
1. The influences of peer group factors on the academic
0
performance among the Grade 10 Learners of Punta Integrated
School help the learners excel in their respective classes
improving their grades through the encouragements and
inspirations of their peer groups to study harder.
2. The influences of peer group factors have positive implications
on the socialization among Grade 10 Learners of Punta
Integrated School where they learn difference social ethics, how
to start a conversation with other people, and how to act
depending on the person they are going to talk to. They said that
their peer groups are good influences.
3. In terms of the assistance provided by the peer groups on the
academic performance among the Grade 10 Learners, the
students agreed with 3.09 weighted mean that their peer groups’
assistance in group discussion assisted to improve their grades.
On the other hand, in terms of the communication provided by
the peer groups on the academic performance, the students
agreed that their peer groups are the reason of their excellent
performance through encouraging and inspiring them to study
harder with weighted mean 3.46.

7
4. In terms of the social belongingness provided by the peer groups
1
on the socialization among the Grade 10 learners, the students
agreed that their peer groups do let them be friended with other
people for better understanding about the society. On the other
hand, in terms of the motivation and engagement provided by
the peer groups, the students strongly agreed that their peer
groups are positive and good influences with weighted mean 3.5.
Recommendation
Based on the summary of findings and conclusions, the following
recommendations/suggestions are drawn;
1. Teachers and other Educational professionals.
i. It is recommended for them to have enough knowledge of
the influences of peer group factors and understanding the
possibility of negative peer influences to prevent negative
impact to the students, and be more adequately prepared
to help a student facing negative aspects of peer group.
ii. They are recommended to focus on promoting classrooms
of acceptance and fairness. They should give group tasks

7
more to develop their assistance with each other and the
2
communication skills.
iii.They are recommended to praise the positive choices that
students make in regards to peers and work to combat the
possible negative influences. Additionally, teachers should
avoid placing students in groups based on ability level.
Mixed groups provide integration and allow students to get
to socialize well and know a variety of students they might
not otherwise interact with.
2. Parents and Guardians. It is recommended that they
should be aware of friends their children keep to sustain the
positive peer group influences on their children.
3. Students.
i. They should be encouraged to choose their friend wisely as
some have negative influence on their academic
performance and socialization, especially those who sneak
out of school, and those who do not attend school
regularly.
ii. They should know that the individuals they are going with
should be of good influence and those they can help with
through assistance and talk about peer groups or most any

7
other issue confidentially through communication.
3
Awareness is a key component to creating an optimal
learning environment for all students.
iii.They are suggested to be acquainted with other people
more, those who are trustworthy, those who can help them
in their social life. They should never think they are
different so that they won’t ever hesitate whenever they
are going to talk with other people, and might give them
motivation or inspiration.
4. Future Researchers.
i. They are suggested to conduct their research in different
locale for a wider scope and to have a deeper
understanding and to identify different influences of the
different factors that were not tackled by this study.
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APPENDICES
APPENDIX A
Letter to the Respondents
January 14, 2020
Dear Respondents:
7
We, the students of Grade 10 – Archimedes are currently
8
undertaking a research study entitled “THE EFFECTS OF PEER
GROUP INFLUENCE ON ACADEMIC PERFORMANCE AND
SOCIALIZATION OF GRADE 10 LEARNERS OF PUNTA
INTEGRATED SCHOOL.”
In this regard, we would like to request your participation to this study
by answering our survey questionnaire as our main respondents.
You are encouraged to take your time when you respond and likewise
advised to ask for any clarifications. Moreover, please be reminded that your
responses which will be treated with utmost confidentiality.
Allow us to extend our profuse thanks for your time and cooperation.
Rest assured that the information you will give me will be solely used for the
study. We would like to thank you once again for being willing to participate
in the conduct of our data gathering aspect of our study.
Once again, many thanks and more power.
GROUP 3
RESEARCHERS
APPENDIX B
SURVEY QUESTIONNAIRE
PERSONAL DATA
Name (Optional): ________________________________ 7
9
Year Level & Section: ________________________
Academic Performance
Indicators 4 3 2 1
Strongly Agree Disagre Strongl
Agree e y
Disagre
e
1. I prefer to study with my peer group.
2. It's easier to understand a lesson together with
my peer group.
3. I discuss my learning problems with my peer
group.
4. When there are quizzes and examinations, I
prefer to review with my peer group.
5. My peer group encourages and inspires me to
study harder.
6. My peer group helps me during performance
tasks.
7. My peer group understand that I must prioritize
my study first.
8. The group works helped me boost my grades.
9. My peer group's assistance in group discussion
assisted to improve my grades.
10. My peer group give me their notes whenever I
am absent and teach me about the lessons I
missed.
Socialization
Indicators 4 3 2 1
Strongl Agree Disagr Strong
8
0
y Agree ee ly
Disagr
ee
1. I spend time with my peer group.
2. My peer group do not let me compete with other
peer groups.
3. My peer group give me advice in my problems.
4. My peer group let me be friended with other
students.
5. Me and my peer group share thoughts and
opinions to strengthen our bond.
6. My peer group helped me express myself more
confidently.
7. I learned how to socialize well from my peer
group.
8. I can start a conversation well with other people
because of my peer group.
9. My peer group is a good influence.
10. My peer group encourages me to socialize with
others.
CURRICULUM VITAE
Jeriz Camille D. Belarmino
Calamba City, Laguna
09454624416
Personal Information
Age : 15 years old
8
1
Sex : Female
Date of Birth : August 25, 2004
Place of Birth : Alaminos, Pangasinan
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Educational Attainment
Secondary : Punta Integrated School, Punta Calamba City, Laguna (S.Y. 2016-
2020)
Primary : Kalangkang Elementary School, Sta. Cruz, Marinduque (S.Y.

2015-2016)
Rockfort Christian Academy, San Jose Antipolo, Rizal (S.Y. 2014-

2015)
Kay Anlog Elementary School, Calamba City, Laguna (S.Y. 2013-

2014)
Tangcarang Elementary School, Alaminos, Pangasinan (S.Y. 2010-

2013)
I hereby certify that all of the data and information above is true and correct with the
best of my knowledge and beliefs.
Jeriz Camille D. Belarmino
Researcher
CURRICULUM VITAE
Dredd Xander V. Hernandez
09984285413
8
2
Age : 16 years old
Sex : Male
Date of Birth : December 16, 2003
Place of Birth : San Pablo, Laguna
Civil Status : In a Relationship
Religion : Seventh Day Adventist
2020)
Ramon Avancena National High School, Iloilo City (S.Y. 2016)
Primary : Southville VI Elementary School (S.Y. 2014-2016)
Arevalo Elementary School, Iloilo City (S.Y. 2011-2014)
Jose Rizal Memorial School (S.Y. 2010-2011)
Dredd Xander V.
Hernandez
Researcher
CURRICULUM VITAE
Brian James G. Manjares
09278469188
8
3
Age : 16 years old
Sex : Male
Date of Birth : June 10, 2003
Place of Birth : Calamba, Laguna
2020)
Calamba Science Highschool, Calamba City, Laguna (S.Y. 2016-

2017)
Primary : Punta Elementary School, Calamba City, Laguna (S.Y. 2012-2016)
Saint Isidore Children Center, Calamba City, Laguna (S.Y. 2010-

2012)
Brian James G.
Manjares
Researcher
CURRICULUM VITAE
Troy A. Natividad
09389439050
8
4
Age : 17 years old
Sex : Male
Date of Birth : May 14, 2002
2020)
Saint John Colleges, Calamba City, Laguna (S.Y. 2016-2018)
Primary : Calamba Elementary School, Calamba City, Laguna (S.Y. 2010-

2016)
Troy A.
Natividad
Researcher
CURRICULUM VITAE
Krisha Lee P. Orias

09481290881
8
5
Age : 15 years old
Sex : Female
Date of Birth : April 16, 2004
2020)
Primary : Dinuyan Elementary School, Surigao Del Sur (S.Y. 2014-2016)
Mariano Espina Memorial Central Elementary School, Surigao Del

Norte
(S.Y. 2010-2014)
Krisha Lee P.
Orias
Researcher

Peer Groups: Factors That Influence The Academic Performance and Socialization Among The Grade 10 Learners of Punta Integrated School

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Peer Groups: Factors That Influence The Academic Performance and Socialization Among The Grade 10 Learners of Punta Integrated School

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PEER GROUPS: FACTORS THAT INFLUENCE THE

JERIZ CAMILLE D. BELARMINO

The researchers would like to express their heartfelt and

support and helping hand in the realization of this quantitative

First and foremost, the researchers would like to express their

sincere gratitude to God, as He bestowed upon them the knowledge

and strength needed to complete their thesis.

To Mr. Nestor M. Idra, their English Teacher and Research

about research, the continuous support in their research, his patience,

motivation, enthusiasm and immense knowledge. His guidance helped

them to complete the writing of this thesis.

To Mrs. Maggie C. Villanueva, their Math Teacher and

Statistician, for sacrificing her time to check on the statistics,

treatment to use, suggestions, and all her professional contributions.

insightful comments, improved title suggestion, and helping with the

interpretation of tabulated data.

To Mrs. Monalisa Jemino, their Science Teacher, for giving her

time for them to polish and finish the research.

To the Grade 10 Teachers, who gave them the permission to

conduct the survey in their classes.

To the Grade 10 Students, as their respondents who agreed to

answer the survey and shared their priceless experience to complete

To all the members of their families, for giving birth to them at

throughout their lives.

Title : PEER GROUPS: FACTORS THAT INFLUENCE

Authors : Jeriz Camille D. Belarmino

factors of peer groups on the academic performance and socialization

of Grade 10 Learners. The influence of the different factors of peer

groups when identified will form a base for sharing appropriate

solutions to possible negative influence to the community, learners,

peer group factors.

The descriptive method of research was employed in this

investigation. There were 220 respondents composing of 22 students

per section of the Grade 10 Learners of Punta Integrated School.

his/her physical and social environment, acquisition skills, and value as

well as attitude towards the society. The influences of peer group

factors on the Grade 10 Learners’ academic performance and

socialization positively transformed them from having poor social

performance to having great social interaction and from having poor

academic performance to excellent performance in school.

1 THE PROBLEM AND ITS BACKGROUND

2 REVIEW OF RELATED STUDIES

4 PRESENTATION, ANALYSIS, AND

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

2 Distribution of the Respondents 44

1.1 Weighted Mean and Standard Deviation 48

2.2 Weighted Mean and Standard Deviation of the 54

2.4 Weighted Mean and Standard Deviation of the 56

3.2 Weighted Mean and Standard Deviation of the 60

3.4 Weighted Mean and Standard Deviation of the 64

A Letter to the respondents 78

THE PROBLEM AND ITS BACKGROUND

start to develop in adolescent stage, the time of transformation in

many areas of an individual’s life, amid these rapid physical,

emotional, and social changes, youth begin to question adult standards

(2013), it affects the adolescent behavior – from daily decisions

concerning the clothes to wear, the amount of money to bring,

hairstyle, music, and entertainment, to more significant decisions

concerning short and long-term education plans. As adolescents ask

affiliation becomes an important aspect of peer relations Mosha,

However, Castrogiovanni, (2002) defined peer group as a small

intermediary, by which youth grasp negotiating skills and learn to deal