Social Dominance and Academic Performance of Selected Students in Taytay

Senior High School, S.Y. 2019 – 2020

Delos Santos, Rodelle Lyn C., Don, April Rose, Señar, Miguela C., Bolante, John
Voltaire I.
Taytay Senior High School, Division of Rizal, Philippines

Abstract
Lots of students in Taytay Senior High School were associated in the social
dominance wherein their friends and schoolmates’ attitude can influenced them.
People around us has a great impact on our life, either they’re good or bad they have
a contribution on us. This study explored the Social Dominance and Academic
Performance of every student in Taytay Senior High School in the school year: 2019-
2020. The 144 respondents were selected through the use of convenience sampling,
wherein they are chosen accordingly to their availability to answer. Most of the
respondents said that they have the right to choose if they want to be influenced by the
others, because they are in the reality where they have the knowledge to know who
was good or bad for them. Some of their friends will guide them to the right or good
decision and they have the choice to be with.

Keywords: academic performance, social relationship, academic achievement,

student character, student influence, goal

I. Introduction

Students’ performance has an important role in making and inducing the best
and efficient graduates that will serve people for their country’s economic and social
development of their society (Ali et. Al, 2009, cited by Mushtaq & Khan, 2012). The
studies in the past are mainly about student academic performance tending on such
issues like gender difference, teacher’s education and teaching style, class
environment, socio-economic factor and family education background (Mushtaq &
Khan, 2012).
Due to the given social nature of school, students’ social goals are isn’t
shocking that these are greatly appreciated as important to deeply understand

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engagement and achievement in school (Anderman, 1999, cited by Kiefer & Ryan
2008).
The orientation to master and to done every activity was learning or task
mastery goals. The desire to reveal one’s own ability and talent was their ego goals.
(Wentzel & Wigfield, 1998). The role of Dominant Social Paradigm (DSP) into
academic literature was to launch the study of environmental values. The Dominant
Social Paradigm was refer to the mixed beliefs and values that can make up a
culture’s perspective and that is ideology (Kilbourne & Polonsky, 2005). Influence
others to accomplish things in terms of what is others want to fulfill (Genawan, 2012).
Students’ perception about higher education can be influenced by both social
and individual factors (Rienties et. Al, 2012). Individual student with strong character
usually have dominant power that can be both positive and negative (Gunawan,
2012). Teachers are responsible for implementing and translating policies to their
students during their interaction with them, so teachers’ influence are important to
students (Akiri & Ugborugbo, 2009). For a long time, Trainers, Educators and
Researchers are been interested to explore the variables that can affect the quality of
students’ academic performance. These factors are classified as Family factors,
Students Factors, Peer Factors and School Factors, and these factors are both variable
inside and outside the school (Crosnoe, Johnson & Elder, 2004, cited by Farooq,
Chaudry, Shafiq & Berhanu, 2011). The process on previous sections that can be the
motivation for academic are also connected for understanding the role of social as
motivation and social competence. For example, the goals for relationship outcomes
is related to social-orientation towards others, behavioral effectiveness and peer
acceptance (Wentzel & Wigfield, 1998).
Students’ learning and success in academic teaching can be more influenced
by peer mentoring (Asgari & Carter, 2016). Measurement of students’ academic
performance has gained attention from previous researchers. Students’ academic
performance are affected because of the following: psychological, environmental,
social, economic and personal factors (Akiri & Ugborugbo, 2009). Therefore it is
expected that good reputation of institutes such as schools has good impact on
students’ academic performance (Rienties et. al, 2012).
Peer mentors can give their advice and strategies to their
classmates/schoolmates and they can also offer their help and support to them (Asgari
& Carter, 2016). It is being argued that students’ socioeconomic status has negative

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effect on students’ performance, because some of their needs for school are still
unfulfilled, so they can’t perform better on school No studies to date have examined
the implications of social dominance goals for academic adjustments (Adams, 1996,
cited by Farooq, Chaudry, Shafiq, & Berhanu, 2011). The findings of the study differ
from every region and their result varies from cities to rural areas (Farooq, Chaudry,
Shafiq, & Berhanu, 2011). No updated studies examined the effect of social dominant
goals for students’ academic adjustments (McAdams et. al, 1998, cited by Kiefer &
Ryan, 2008).
Hence, this study intends to explore academic performance of selected
students in Taytay Senior High School and social dominance specifically, the
following research questions are posted.
1. What is the profile of the respondents?
2. What is the general average of respondents last school year (S.Y. 2018 –
2019)?
3. What is the level of social dominance among the respondents?
4. Is there a relationship between academic performance and social dominance?

Definition of Terms
Academic Performance – refers to the General Weighted Average (GWA) of the
respondents. Academic Performance is one of the variables that are being studied in
this research.
Age – refers to how young or old the respondents are, the ages used is in between 16
– 20.
Dominance Level – Refers to the intensity of social dominance among the
respondents, whether it is lesser or worse. It ranges from 1-4.
General Weighted Average – refers to the general average of students’ academic
grade, and used to determine the academic performance of respondents in this study.
Grade Level – refers to the year level of the respondents in senior high school.
Influence – refers to the factor that has a big effect on students’ performance in school
and in achieving their goals.
School Environment – refers to one factor that can affect to the level of social
dominance among the respondents.
Sex – refers whether the respondents of the study are male or female.

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Social Dominance – refers on being dominant of social factors, and one of the
variables that are being studied.
Students’ Achievement – refers to the individual achievement of students and it can
affect to the level of social dominance among them.
Students’ Characteristic - refers to the individual characteristics of students, and can
also affect to the level of social dominance among them.
Taytay Senior High School – Refers to the setting of the study or where the study was
taken place.
This study will give emphasis to the relationship between Social Dominance
and Academic Performance of the students, and it will also discuss the social
dominance level among the students involved.
The study is only limited to students with ages between 16 and 20. The
research consist of 20 students from Accountancy, Business, and Management (ABM)
strand, 20 from Science, Technology, Engineering, Mathematics (STEM) strand, 20
students from Humanities and Social Science (HUMSS) strand, 20 students from
Culinary strand, 20 students from Information and Communication Technology (ICT)
Strand,10 students from Shielded Metal Arc Welding (SMAW) strand, 5 students
from Sports strand, and 5 students on General Academic Strand, both male and
female in all grade level in Taytay Senior High School – Stand Alone in school year
2019 – 2020, purposively chosen and conducted the study.
This study was conducted to find out the relationship between social
dominance and academic performance of the students in Taytay Senior High School –
Stand Alone. The result of this study is beneficial to grade 11 and grade 12 students,
teachers, to the parents, guidance counselors, school administrators, to the future
researchers and other interested individuals because it can give an empirical data as
basis of suggestion on preventing the factors of social dominance that affects
academic performance.
This study will also benefit students who are socially inclined for them to
understand the factors of social dominance that can affect their studies at school. This
paper will guide them to focus and pay attention to their studies.
This study will also benefit the teachers who can use this research to know if
their teaching style is good and effective in every student.

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 This study will also benefit the parents who can use this research to know their
child’s performance in school if they are good at it or not. They can use this research
in guiding their child’s well – being.
This study will also benefit the guidance counselor who can use this research
to make an action regarding to the student’s academic performance.
This study will also benefit the school administrators who can use this
research to provide sufficient information on the importance of knowing the different
social status rank among the students and how it affects the student behavior in terms
of academic performance.
The researchers hope that the result of this study would be a great help to the
future researchers and to all people who are interested to know more about the
relationship of social dominance and academic performance.
Theory of Educational Productivity by Walberg (1981) determined three
groups of nine factors based on affective, cognitive and behavioral skills for
optimization of learning that affect the quality of academic performance: Aptitude
(ability, development and motivation); instruction (amount and quality); environment
(home, classroom, peers and television) (Roberts, 2007, cited by Farooq, Chaudhry,
Shafiq, & Berhanu,2011).
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic
success of their children. The school authorities can provide counseling and guidance
to parents for creating positive home environment for improvement in students’
quality of work (Marzano, 2003). The academic performance of students heavily
depends upon the parental involvement in their academic activities to attain the higher
level of quality in academic success (Barnard, 2004; Henderson, 1988; Shumox &
Lomax, 2001, cited by Farooq, Chaudhry, Shafiq, & Berhanu, 2011).
Smart students always became trendsetter or has dominance influence of
his/her classmate, among his friends who are good students indeed have a strong
influence both in the learning process and in the mix, brilliant student is often
assumed that she is as an example of a form when each students have individual styles
that differ between students with each other, in terms of working together when two
clever people are united then there is competing, because they have the properties of
their respective dominance want to be the only idea that superior, it cannot be blamed

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for race show idea and every idea that comes from smart students always often taken
at face without thinking first and considered the most correct idea, a lot of students
who have a lower level of proficiency of the students are smart and trusting rely on
smart students in determining the outcome of a school assignment, which will be the
focus of discussion in this article is the nature of the dominance of the smart students
through the approach of Personal profile analysis by Moulton (1928) in his book A
Theory of the character described for people who may also apply for students, the
four characters that are Dominance, Influence, Steadiness, Compliance or Usually
called DISC (Gunawan, 2012).
Most variants of social dominance theory posit that in new or emergent
groups, such as pupils in a classroom at the start of a school year, aggression
stabilizes after a period of initially high rates (e.g., Pellegrini & Long, 2003; Strayer,
1980). That is, in new groups, aggression is observed at relatively high rates as
individuals sort out status, and with time, rates of aggression should decrease. Social
dominance structure results from these dyadic contests (Bernstein, 1981; Hinde,
1978). Similar trends have also been documented for early adolescents’ aggression as
they make the transition from primary to secondary school (Pellegrini & Long, 2003).
The study is all about the relationship between two variables which is
academic performance and social dominance, and there are three theories that are
related to it: Social Dominance Theory, Theory of Character, and Theory of
Educational Productivity.
Social Dominance Theory stated that pupils in a classroom at the start of a
school year started to be aggressive and makes the social dominance stronger. A pupil
can be involved and included in one group which can affect his/her academic
performance inside the school, social factors has a great impact on the student’s
behavior and mind set and dominant students can influence his/her environment than
those who are under them.
Theory of Character tells that an individual student have a style that differ
from one student to another, their character towards education can affect the level of
dominancy around them. A strong character cannot be easily influence by other
student or cannot be easily put under the dominancy of others and there is also a
student’s character that also has a power to influence others.
Theory of Educational Productivity stated that the performance of students in
school is can be influenced by different social factors in school and even in their

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house. They can study and perform better if their environment is better, and the
motivation and influence is good.

Theory of Social Dominance Theory of Educational

Character Theory Productivity

Profile of
Respondents

Social Academic
Dominance Performance

Social Dominance and Academic Performance of Selected Students

in Taytay Senior High School, S Y. 2019-2020

There is a relationship between Social Dominance and

Academic Performance Figure
of the1 students in Taytay, Senior
Conceptual - Theoretical
High School. Framework

DISC is a behavior assessment tool based on the DISC theory of

psychologist William Moulton Marston, which centers on four different personality
traits which are currently Dominance (D), Influence (I), Steadiness (S), and
Conscientiousness (C). This theory was then developed into a behavioral assessment
tool by industrial psychologist Walter Vernon Clarke (Theory of Character).
Walberg’s Theory of Educational Productivity specifies that:  Classroom
learning is a multiplicative, diminishing-returns function of four essential factors—
student ability and motivation, and quality and quantity of instruction—and possibly
four supplementary or supportive factors—the social psychological environment of
the classroom, education-stimulating conditions in the home and peer group, and
exposure to mass media.  Each of the essential factors appears to be necessary but
insufficient by itself for classroom learning; that is, all four of these factors appear
required at least at minimum level. It also appears that the essential factors may
substitute, compensate, or trade off for one another in diminishing rates of return: for

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example, immense quantities of time may be required for a moderate amount of
learning to occur if motivation, ability, or quality of instruction is minimal (Haertel et
al., 1983).
Social dominance theory (SDT) is a theory of intergroup relations that focuses
on the maintenance and stability of group-based social hierarchies. According to the
theory, group-based inequalities are maintained through three primary intergroup
behaviors: institutional discrimination, aggregated individual discrimination, and
behavioral asymmetry. The theory proposes that widely shared cultural ideologies
provide the moral and intellectual justification for these intergroup behaviors.
The profile of the respondents refers to the age and gender of selected students
from Taytay Senior High School. The academic performance refers to their general
weighted average last school year (S.Y. 2018 - 2019) and Social dominance refers on
being dominant of social factors inside the school premises.
The significance of the study is the relationship between the social dominance
and the academic performance of the respondents.

II. Method
Questionnaire

I. Profile of the Student

Name of the Respondent (Optional): _______________________

Age: Gender: Grade Strand:

__ 15 and __ Male Level: __ ABM __ GAS __ Sports
below __ Female __ 11 __ HUMSS __ ICT __ SMAW
__ 16 – 18 __ 12 __ STEM __ Culinary __ Fashion
__ 19 and Section: And
above Design

Academic Performance: What is your General Weighted Average Grade last school
year (2018 – 2019)?

__ 90 - 100 __ 85 – 89 __ 80 – 84 __ 75 – 79 __ 74 and below

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II. Please assess items below according to your personal judgement by marking a
check mark
( ) indicating your personal rating (Paki rate ang mga situation o konsepto na nasa
ibaba ayon sa iyong personal na kaalaman o hinuha). The following are the rating
scale (ang mga sumusunod ay mga sukatan):

4- Strongly 3- Agree 2- Disagree 1- Strongly

Agree Disagree

Please read the statements carefully 4 3 2 1

1. I must stay on particular area where the

instructor assigned me.
2. It’s probably a good thing that my group in
school are at the top and other groups at the
bottom.
3. I believe that an ideal school environment
requires some groups to be on top and others to
be at the bottom.
4. I believe that some groups of students are simply
dominant to other student like me.
5. I believe that groups at the bottom are just
deserving as groups at the top.
6. I believe that no one group should dominance in
school.
7. Groups at the bottom should not stay in their
places.
8. I believe that student group dominance is poor
principle.
9. I should not push for group activities.
10. I shouldn’t try to guarantee that every group has
the same quality of perceptions.
11. I believe that group equality should be my
primary goal.
12. I should work to give all groups an equal chance

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 to succeed.
13. I should do what I can to equalize conditions for
different groups.
14. No matter how much effort it takes, I ought to
strive to ensure that all groups have the same
chances in school.
15. I believe that group dominance should be our
ideal.

Research Design

This study used descriptive research method wherein the needed data was
gathered from previous studies and researches, and through the use of normative
survey approach. The research method describes data and information about the issue
being studied, wherein qualitative data was gathered.

Descriptive research is considered as method in research that describes the

studied population is characteristics. This methodology mostly focuses on the
researcher subject’s “what” then its “why”; it is a quantitative research method
wherein the collected data and information are quantifiable with the use of statistical
tools that allows to gather and describe the nature of something (Bhat, 2019).

In general, normative research seeks to find perspective or functional pattern

and theories, which concerns itself on how things work; it deals with how things can
be done (Muller, 2014).

The main goal of gathering the data was to determine the perspective of
students on peer dominance and to make actions and solutions to the possible
problems that are related to this study.

Respondents
The respondents of the study are both grade 11 and grade 12 students in
Taytay Senior High School. Selected students from Accountancy, Business and

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Management (ABM), Humanities and Social Sciences (HUMSS), Science,
Technology, Engineering and Mathematics (STEM), General Academic Strand
(GAS), Information and Communication Technology (ICT), Fashion and Design
(FAD), Shield and Metal Arc Welding (SMAW), Culinary and Sports are chosen,
both male and female in every section.

Sampling Technique
The researchers used convenience or also known as availability sampling. It
allows the researchers to obtain basic data regarding the study without complications
of using randomized sample. The samples are taken from group of students in every
sections, they are the students who are first available to answer the research
questionnaire. All the subjects are free to answer because there are no criteria for
respondents. The researchers chose three boys and three girls in every section to have
a comparison between genders of the respondents.

Research Locale

This study took place at Taytay Senior High School (TSHS). Before, it was
composed of two campuses, the Felix campus that is located at E. Rodriguez Avenue
Brgy. San Isidro Taytay, Rizal, and Benjamin Campus that is located at Camia St.
Brgy. Sta. Ana Taytay, Rizal. But now, it has its own campus that is located at
Binhing Pag-asa St. Brgy. Dolores Taytay, Rizal.

TSHS is one of the well-known schools in Taytay. It offers different strands

such as Accountancy, Business, and Management (ABM), Humanities and Social
Sciences (HUMSS), Science, Technology, Engineering, Math (STEM), General
Academic Strand (GAS) and Technical, Vocational, and Livelihood (TVL) for regular
and special students.

The school is currently rolling out the new K-12 program for the students
starting the school year 2016-2017. TSHS is full of talented students and teachers,
who won several awards from competitions inside and outside the school. It also
established its own Red Cross Youth Council (RCYC), Supreme Student Government
(SSG), Theater Arts Club (TAC), ABM Executive, MILlennials, Boy Scout, and
many other clubs. Many of the graduating junior high school students wanted to

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inquire and enroll in TSHS for their senior high school, even though TSHS is just a
public school.

At the present, the school is now an independent public senior high school
with approximately 700 students from grade 11 to grade 12, with around 45 teaching
and non-teaching personnel, and currently under the supervision of Mr. Magno R.
Abume and Mr. Marco Lianza.

Research Instrument

The instruments used by the researchers are adapted from the research
questionnaire of Ho, Sidanius, Kteily, Sheehy-Skeffington, Pratto, Henkel, Foels, and
Stewart in their research entitled “The Nature of Social Dominance Orientation:
Theorizing and Measuring Preferences for Intergroup Inequality Using the New SD07
Scale.”
The original questionnaire was adapted by the researchers because it is related
to the study of social dominance. The original questionnaire was modified by the
researchers to make it more reliable questionnaire for their study. Some words of the
main questions was changed and the rating scale was also changed to 1 -4 rating.
The researchers used survey questionnaire in gathering data needed in the
study. The research questionnaire includes checklist for the profile of the respondents
(age, gender, grade, strand) and their Academic Performance (General Weighted
Average), fill in the blanks for profile of the respondents (section), and a rating scale
for the level of Social Dominance (4 as Strongly Agree, 3 as Agree, 2 as Disagree and
1 as Strongly Disagree).
The data gathering was conducted using classroom based method. The
researchers went to every room to gather data needed for every section in Taytay
Senior High School. Room to room process is the most accessible way to gather data
from respondents. Using the list of section names, the researchers were able to get
data from all the sections needed.
Before conducting the actual data gathering, the researchers made an adapted
research questionnaire wherein the questionnaire includes the profile of the
respondents. It was stated the questionnaire that the name of respondents was

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optional, meaning, it is not necessary for them to include their name in answering.
Whether the respondents include their names in the survey or not, the researchers
didn’t include the names in the discussion of data.
The researchers also made a permit for the respondents of study, asking them
to be the respondents of the study and assuring that all the data that the researchers
will gathered from them will remain confidential and will be used for the research
only. The respondents willingly participated answered the survey questionnaire
because the study was free from harm.
As the data was gathered, the researchers made codes for the data and encoded
it using Microsoft Excel. The data was presented using pie graph and scattered graph
to show representation of the answers of respondents. In analyzing the data, the
researchers also used Microsoft Excel which is the only available statistical tool for
the researchers. The researchers used 5% margin of errors in assessment of the data
gathered.
Central tendency is also called center or the location of the distribution, it is a
central value or the location of the distribution. This includes the mean, median and
the mode. The researchers found the level of social dominance in every respondent by
finding the mean or average of all the encoded answers from questions 1 to 15.
Quantitative data needs to undergo statistical treatment. The researchers used Pearson
R Correlation in analyzing the relationship the variables that are being studied.
The researchers used Pearson r correlation to find out the strength of degree of
relationship of two variables, it is a widely used statistical tool in correlation studies.
For this statistical treatment, the variables should be normally distributed.
The researchers used Microsoft Excel in processing data. The encoded data
was processed using the available formulas in Microsoft Excel, statistical formulas
such as the formula in getting the average and Pearson r Correlation was used to
analyze and compute data.

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 III. Results and Discussion
1. What is the profile of the Respondents?

Age

2%
12%

15 and below 16 - 18

19 and above

86%

Figure 2
Age Distribution of the Respondents

Most of the respondents in this study are ages 16-18 years old. The
graph shows that 86 percent of the respondents are 16 – 18 years old, 12 percent are
with ages 19 and above and only 2 percent of the respondents are 15 and below.

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 Gender

Male
Female
50% 50%

Figure 3
Gender Distribution of the Respondents

The graph shows that the respondents of this study are distributed
equally, 50 percent of the respondents are male and the other 50 percent are female.

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 Grade Level

Grade 11
46% Grade 12

54%

Figure 4
Grade Level Distribution of the Respondents
The graph shows that most of the respondents of this study are from
grade 11 which are 54% percent of the total number of respondents and the other 46%
are from grade 12.

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 Section
4% 4%
4% 4%
4% 4%

4% 4%

4% 4%

4% 4%

4% 4%

4% 4%

4% 4%

4% 4%
4% 4%
4% 4%

Ayala Araneta Joaquin Bautista Arcellano Zara Lim/De Vega

Sison/Valera Ocampo Cabrera Tolentino Masipag Matapat Magalang

Maunawain Marangal Mapayapa Mahusay Maingat Malinis Malikhain

Matulungin Maparaan Malakas

Figure 5
Section Distribution of the Respondents
The graph shows that the section distribution of the respondents is equal. Each
section has the total of 4 percent of the total respondents of the study.

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 Strand

ABM HUMSS
2%
2% 6% 17%
15%
STEM GAS

ICT Culinary

29%
16%
8% Sports SMAW
4%

FAD

Figure 6
Strand Distribution of Respondents
The table shows that most of the respondents are form Humanities
and Social Sciences (HUMSS). Based on the graph, 29 percent are from HUMSS, 17
percent from Accountancy, Business and Management (ABM), 16 percent from
Information and Communication Technology (ICT), 15 percent from Culinary, 9
percent from Science, Technology, Engineering and Mathematics (STEM), 6 percent
form Shield and Metal Arc Welding (SMAW), 4 percent from General Academic
Strand (GAS), and both 2 percent in Fashion and Design (FAD) and Sports.

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2. What is the general average of respondents last school year (S.Y. 2018 –
2019)?

Academic Performance

4% 11%

41%

44%

96-100
91-95
86-90
81-85
75-80

Figure 7
Academic Performance of the Respondents

General Weighted Average of the respondents represents their

Academic Performance in this study. This graph shows that 44 percent of the
respondents has an average between 86 – 90, 41 percent has an average between 81 –
85, 11 percent of the respondents has an average between 91 – 95, 4 percent has an
average between 75 – 80, and no students have and average higher than 95.

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3. What is the level of social dominance among the respondents?

3.5

2.5
Social Dominance

1.5 AGE
Linear (AGE)

0.5

0
1.00 1.50 2.00 2.50 3.00 3.50 4.00
Age

Figure 8
Social Dominance Level in Relation to Age
This figure shows that age has nothing to do with social dominance level of
the respondents, the result shows -0.125520949 dominance level.

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 2.5

2
Social Dominance

1.5

GENDER
1
Linear (GENDER)

0.5

0
0.00 1.00 2.00 3.00 4.00
Gender

Figure 9
Social Dominance in Relation to Gender
This table shows that age has nothing to do with social dominance level. The
result shows -0.106121764 social dominance level.

2.5

2
Social Dominance

1.5

Grade Level
1
Linear (Grade Level)

0.5

0
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0.00 1.00 2.00 3.00 4.00
CAPSTONE COURSE TASK #10 Grade Level
 Figure 10
Social Dominance and Grade Level of the Respondents
The graph shows that there is a significant relationship between the social
dominance and gravel of the respondents.

10
9
8
7
Social Dominance

6
5
STRAND
4
Linear (STRAND)
3
2
1
0
0.00 1.00 2.00 3.00 4.00
Strand

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 Figure 11
Social Dominance and Strand of the Respondents
The graph shows that there is a significant relationship between social
dominance and strand of the respondents.

30

25
Social Dominace

20

15
SECTION
10 Linear (SECTION)

0
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0.00 1.00 2.00 3.00 4.00
CAPSTONE COURSE TASK #10
Section
 Figure 12
Social Dominance and Section of the Respondents
The graph shows that there is a significant relationship between social
dominance and section of the respondents.

4. Is there a relationship between academic performance and social dominance?

There is no significant relationship between the Social Dominance and the
Academic Performance of the students in Taytay Senior High School.

Conclusion
Social dominance and academic performance of the students has no
relationship at all, so if you’re good in school-related works and activities or if your
grades are high, it has nothing to do with the dominancy of other students or group of
students around you. There are only few factors that strengthens and weakens the
level of social dominance of an individual. The findings of the study is connected
with the theoretical framework and related literatures about the relationship of Social
Dominance and Academic Performance. This research may help the school to
implement solutions about the issues of social dominance in related to students’
academic performance.

Recommendation
Considering the findings, the following recommendations are offered:
1. Students should be encouraged to choose the people around them wisely as
some have negative influence on their behavior, especially those who sneak
out of school, use drugs and those who do not attend school regularly.

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 2. Don’t let others affect your way of thinking and decision-making. Never be
easily affected by anyone, and you must have main goal that cannot be easily
changed by other people around you.
3. Take a moment to think about the consequences of your actions when you
start feeling dominant by others or you’re started to be dominant to others.
4. Focus your attention on following your personal goals instead of the goals of
the group, because every person has different perceptions about things.
5. Always listen to your parents because their decisions are always incorporated
with their own and personal experience. Teens often decide impulsively, and
this behavior slowly disappears with age.

References
Akiri, A. A., & Ugborugbo, N. M. (2009). Teachers’ effectiveness and students’
academic performance in public secondary schools in Delta State,
Nigeria. Studies on Home and Community Science, 3(2), 107-113.

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Asgari, S., & Carter Jr, F. (2016). Peer mentors can improve academic performance:
A quasi-experimental study of peer mentorship in introductory
courses. Teaching of Psychology, 43(2), 131-135.

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting
students’ quality of academic performance: a case of secondary school
level. Journal of quality and technology management, 7(2), 1-14.

Gunawan, A. (2012). Dominance Character of Smart Students Effect to Others

Classmate. Language Teaching Article. 1-11

Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The
implications for academic adjustment during early adolescence.
Journal of Educational Psychology, 100(2), 417.

Kilbourne, W. E., & Polonsky, M. J. (2005). Environmental attitudes and their

relation to the dominant social paradigm among university students in
New Zealand and Australia. Australasian Marketing Journal
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Mushtaq, I. & Khan, S.N. (2012). Factor Affecting Students’ Academic

Performance. Global Journal of Management and Business Research.
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Pellegrini, A. D., Roseth, C. J., Mliner, S., Bohn, C. M., Van Ryzin, M., Vance, N., ...
& Tarullo, A. (2007). Social dominance in preschool
classrooms. Journal of Comparative Psychology, 121(1), 54

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012).
Understanding academic performance of international students: the

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 role of ethnicity, academic and social integration. Higher
education, 63(6), 685-700.

Wentzel, K. R., & Allan Wigfield, A. (1998). Academic and Social Motivational
Influences on Students’ Academic Performance. Educational
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https://www.statisticssolutions.com/correlation-pearson-kendall-spearman/
https://www.corporatefinanceinstitute.com/resources/knowledge/other/central-
tendency/

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CAPSTONE COURSE TASK #10