Effects of Social Pressure on The Students’ Academic Performances During

Pandemic

Submitted in Partial Completion of Practical Research 1 and Statistic and Probability

STI College Lucena

Lucena City

Ricafort, Lorea Paris, Aliyah

Marasigan, Eunnel Saclag, Angelica

Odo, Cyril Tadena, Job

May 2021

Mendoza, Yvonne O.

Tabernilla, Apple Chin Chin R.

Background of the study

The COVID-19 pandemic is overwhelming the functioning and outcomes of education

systems—some of which were already stressed in many respects. This is true across the world

and affects all children, though to differing degrees depending on multiple factors—including the

country/region where they live, as well as their ages, family backgrounds, and degree of access

to some “substitute” educational opportunities during the pandemic. The shutdown of schools,

compounded by the associated public health and economic crises, poses major challenges to our

students and their teachers. Our public education system was not built, nor prepared, to cope with

a situation like this—we lack the structures to sustain effective teaching and learning during the

shutdown and to provide the safety net supports that many children receive in school. While we

do not know the exact impacts, we do know that children’s academic performance is

deteriorating during the pandemic, along with their progress on other developmental skills. We

also know that, given the various ways in which the crisis has widened existing socioeconomic

disparities and how these disparities affect learning and educational outcomes, educational

inequities are growing as a consequence, many of the children who struggle the hardest to learn

effectively and thrive in school under normal circumstances are now finding it difficult, even

impossible in some cases, to receive effective instruction, and they are experiencing interruptions

in their learning that will need to be made up for. The 2020–2021 school year is now underway,

and with many schools remaining physically closed as the 2020–2021 year begins, there is more

we need to understand and think through if we are to meet the crisis head-on. If students are to

not see their temporary interruptions become sustained and are to regain lost ground, if teachers
are to do their jobs effectively during and after the pandemic, and if our education system is to

deliver on its excellence and equity goals during the next phases of this pandemic, it will be

critical to identify which students are struggling most and how much learning and development

they have lost out on, which factors are impeding their learning, what problems are preventing

teachers from teaching these children, and, very critically, which investments must be made to

address these challenges. For each child, this diagnostic assessment will deliver a unique answer,

and the system will have to meet the child where he or she is. A strengthened system based on

meeting children where they are and providing them with what they need will be key to lifting up

children.
Statement of the problem

Many researchers have brainstormed to investigate the impacts of having a hard time on

students during this kind of pandemic that we are experiencing now. Researchers conducted their

studies to bring the background, causes and impacts to all the students who are studying along

this pandemic. This study aims to know how to overcome social pressure for every students in

the Philippines due to academic performances during pandemic. Also, this study also aims to

understand a correlation study to assess the knowledge and self-expressed stigma regarding

COVID-19 outbreak among to all the students.

The research problem leads to the following research question.

Research topic:

The effects of social pressure on the students’ academic performances during pandemic.

Research questions:

What are the reasons why students have a hard time to catch up from studies?

What are the benefits of studying in the midst of pandemic?

What are the factors of social pressure on the students?

It may give us pressure when we talk about academic performances during this kind of

pandemic, because when the whole country is experiencing this current situation that we’re

having a difficulty like to attending online classes, distribution of modules, lack of moneys, lost

our works and other chores that we can having a money for everyday needs. During this amidst

of pandemic, that we called (COVID-19) we have right now is another problem to our everyday

duties, and It affect to many people who doesn't have a power to bring or buy their needs, also to

the student who cannot afford gadgets to online class or to search for their school works. Others

may think that he/she is afraid having a virus, to go outside for doing some projects and to avoid

their health system.

This study limits its coverage on the grade 11 students only. Its main purpose is to

identify what are the effects of social pressure on the students’ academic performance during this

pandemic. This study will also focus on students’ journey through this pandemic. How they cope

up and how it affects their everyday lives as a student. This research also has some assumptions

that are somewhat may be out of the researchers control as to this is what we have gathered

through questioning others.

This delimits that this study might not be generalizable to other youths who no longer

attend school. This delimitation also refers if the participants in this study is a subject or

observers. In some studies, researchers look at some specific type of person in terms of their

occupation and gender.

To carry out this research, a number of tools and equipment will be needed in order to

record our findings. As to we are in an online set-up, we are just using computers, cellphones,

and an internet in order to conduct this research.

Social Pressure (or peer pressure) is real towards youth particularly for students and it

affects them, especially on their academic performances. Students are more exposed to social

pressure when they are inside the school having class face to face, but with the pandemic going

on the pressure from classmates and schoolmates are lessened. However, it changed the cause of

pressure from peers to social media. Social pressure can be made even worse when social media

is involved, but the good news is, there are things you can do to minimize the negative effects of

social pressure in social media. To avoid social pressure, we must encourage them to keep

themselves busy and avoid the negative impact of using social media. If students keep

themselves busy by studying or helping house chores, it can help them to be physically,

emotionally, and most particularly is mentally healthy which is the foundation of being

intellectual of every student.

Research title:

The effects of social pressure on the students’ academic performances during pandemic

Social Pressures- are the combined pressures that are around you during everyday life such as

Peer Pressure, Academic Pressures and Socioeconomic Pressure. These are the ones that teens

are familiar with.

Academic performance- involves factors such as the intellectual level, personality, motivation,

skills, interests, study habits, self-esteem or the teacher-student relationship.

Learning Performance- is an approach to teaching and learning that emphasizes students being

able to do, or perform, specific skills as a result of instruction.

Academic achievements- are those gains that are accomplished by a student during his high

school, college or university life.

General modernization- With technology comes a greater availability of online materials and

access to online tools.

Web accessibility- As more materials and instruction happen online, usability and design is key.

Ensuring students have a ‘clean’ platform and clear instruction to consume course content

effectively and in multiple formats is undoubtedly helpful.

Engagement- Keeping students engaged as they try to learn in the middle of an international

crisis or from their homes where they’re not used to needing to focus can be difficult.
Relief- Give schools urgent resources so that they can provide effective remote instruction and

supports at scale during the pandemic.

Recovery- Provide extra investments to help students and schools make up lost ground as they

return to in-school operations.

Rebuilding- Redesign the system to focus on nurturing the whole child, balancing cognitive with

socio-emotional skills development and ensuring that all children have access to the conditions

and resources that enhance learning and development.