Peer Group on Academic Performance Among Senior High School

Students
 Chapter 1

INTRODUCTION

Background of the Study

Peer group is a social network comprising individuals of similar age
and educational level who share common experiences and interactions. The
peer group exerts a notable influence on academic performance, as students
within these groups often engage in collaborative learning experiences,
exchange insights, and provide support. This study posits that the dynamics
within peer groups significantly contribute to shaping students' attitudes
toward learning, fostering a sense of camaraderie, and ultimately impacting
their overall academic achievements in the senior high school context.
The foundation of a child's learning initiates within the home
environment, commencing with informal education primarily facilitated by
parents, particularly the mother. Subsequently, the child progresses to formal
education in a school setting, encountering various individuals such as
teachers, classmates, and the overall school environment. The substantial
time spent with these individuals significantly shapes the child's academic
performance, as they collectively play crucial roles in the child's education.
Consequently, the peer group emerges as the initial social entity beyond the
home, where the child actively seeks approval and recognition (Fadare,
Ayoade Stephen, S., Zarma, & Hajia, A., Cecilia, Bademosi, T., &
Amanum, 2021).
According to Olalekan (2016), it is generally observed that peer
group has a lot of influence on students. This is seen from the role played
by the peer group in the life and learning of a child, evidence abound that
students feel more comfortable and relaxed among fellow students. A child
who is brilliant and surrounded by dull friends would lose interest in learning.
On the other hand, a peer group which is prone to study would have positive
effect on a dull member towards learning and stimulate his/her interest on
learning.
 The peer group consists of individuals of the same age and social
standing, creating a context of equal status among its members. A
performance task, defined as any educational activity or assessment
requiring students to showcase their knowledge, understanding, and
proficiency, forms a crucial part of a student's academic performance. The
research conducted by Moneva, J. C., & Legaspino, F. (2020) at Jagobiao
National High School in Mandaue City indicates that peers can have an
impact on students' performance tasks. The study revealed that students
who skip classes together with their peers tend to receive lower grades.
Consequently, the research concludes that there is a correlation between
peer influence and students' academic performance, underscoring the
significant role peers play in students' academic engagement and success.
In a study conducted in Davao del Sur by Fragata and Limpot (2023), it
was determined that peer groups influence students through pressure, leading to
a significant decrease in students' motivation within the classroom. However, the
study found that the implementation of cooperative learning played a crucial role
in mitigating this negative impact. In essence, cooperative learning serves to
diminish the adverse effects of peer pressure on students' motivation to learn
Filipino. The substantial emphasis on cooperative learning in the correlation
between peer pressure and student motivation in Filipino suggests that it is
imperative to incorporate such practices in the classroom. This involves engaging
students in group activities, where they can exchange ideas and collaborate to
solve academic problems.
While numerous studies have explored the relationship between peer
groups and academic performance among senior high school students, a
research gap persists in comprehensively examining the dynamics within peer
groups and their specific impact on academic outcomes. Existing research often
focuses broadly on peer group influence, neglecting the intricate interactions,
subgroups, and varying degrees of peer impact within the academic context.
Limited attention has been given to understanding how diverse peer group
structures and characteristics differentially contribute to academic success or
challenges among senior high school students.
Significance/Urgency of the Study
The study of how peer group dynamics affect students' academic
performance is essential to determining the future direction of education.
Particular strategy can be developed by understanding how peer
relationships affect students’ academic performance. Understanding the
importance of healthy peer connections, educators can create initiatives that
support encouraging learning environments and enhance student
performance.

Statement of the Problem

This study aims to address the gaps by conducting a thorough
investigation into the specific aspects of peer interactions, subgroup
influences, and the varying degrees of peer impact on academic outcomes
among senior high school students, providing valuable insights for
educators, policymakers, and researchers.

1. What is the impact of Peer Group on students in terms of:

1.1 Personal Development;
1.2 Skill Enhancement; and
1.3 Peer Assessment;

2. What level of Academic Peformance students’ have in terms of:

1.1 Note Taking
1.2 Social Engagement
1.3 Time Allocation to Study

3. Is there a significant relationship between Peer Group interactions

towards the Academic Performance of Senior High School Students?

Review of Related Literature

Personal Development. In a study by Shan and Zölitz

(2022), involving many students from a university randomly
assigned to study groups, the researchers observed that students
tend to become more similar to their peers across various
dimensions. The results indicate that students with competitive
peers become more competitive, those with open-minded peers
become more open-minded, and those with conscientious peers
become more conscientious. However, there were no significant
effects observed for peers' extraversion, agreeableness, or
neuroticism. The researchers propose a straightforward model of
personality development influenced by peers, where personality
spillovers are concentrated in traits that predict performance. The
study suggests that students adopt personality traits conducive to
academic success from their peers, emphasizing the influence of
socialization with peers on personality development.
Immersing ourselves in the company of individuals who possess the
qualities and accomplishments we aspire to acquire serves as a valuable
wellspring of inspiration and wisdom. Being in close proximity to their
mindset and life experiences broadens our own outlook, motivating us to
elevate our standards and envision greater possibilities. Through careful
observation and active engagement, we gain insights from their strategies,
approaches, and learned lessons. This accelerated learning process not
only saves us time but also helps us navigate around common obstacles in
our personal development journey. By surrounding ourselves with
individuals who have already achieved the goals we aim for, we gain access
to their valuable wisdom, insights, and guidance, propelling us closer to our
aspirations (Wheeler, 2023).
Furthermore, in adolescence the interplay between personality and
the social environment is intricate and reciprocal, making it challenging to
pinpoint the exact influence of one on the other. To enhance our
comprehension of these dynamics, a longitudinal study with a genetic
perspective was conducted to analyze the co-development of personality
traits and both antisocial and prosocial behaviors within peer groups during
this developmental stage. The findings underscored the mutual influence
between personality traits (evaluated by teachers) and characteristics of
friend groups (reported by the youth) over time. Moreover, the study
revealed that the enduring connections between personality traits and peer
group features throughout adolescence can be attributed to a combination
of genetic and environmental factors (Clark et al., 2022).

Skill enhancement. Encouraging growth and innovation,

interactive learning and knowledge building play a pivotal role in
various aspects of life. Professional development, involving
training and educational experiences, often requires mastering
new skills like coding, financial software, public speaking, or
language study. Additionally, peer-to-peer learning is highlighted
as a highly effective collaboration method, promoting soft skills
such as public speaking, time management, and conflict
resolution. It is accessible, cost-effective, and fosters team
building through knowledge sharing, making it applicable in any
organizational setting (Usanmaz, 2023).
Moreover, a study conducted by Lower-Hoppe, L.M.,
Anderson-Butcher, D., Newman, T.J., Logan, J. (2021) explores how
peer influences affect life skill outcomes in socially vulnerable
youth participating in a sport-based PYD program. It underscores
the importance of factors like peer group life skills, the relative life
skills of youth within their group, and the number of friends in
predicting life skill outcomes. The findings stress the need for
careful consideration of peer group composition in designing sport-
based PYD programs, particularly for socially vulnerable youth who
may benefit the most from such programming (Lower-Hoppe, L.M.,
Anderson-Butcher, D., Newman, T.J., Logan, J., 2021).
Furthermore, another study delves into leadership skills
essential for succession in family businesses and suggests optimal
development activities for each skill. It notes a consensus among
business leaders on the effectiveness of peer developmental
activities for honing these skills. The findings provide valuable
insights into best practices for utilizing peer groups as a method
for leadership development, especially in the context of family
businesses aiming for successful leadership succession (Wittmer, J.
L. S., Longenecker, C. O., & Jones, A., 2021).

Peer assessment. Researchers Yin, S., Chen, F., & Chang,

H. (2022) conducted a comprehensive study that aimed to assess
the learning process and outcomes, with three primary goals:
analyzing students' assessment performance, evaluating its
influence on student progress, and guiding teachers in organizing
assessment activities. The research provides affirmative evidence
of the positive impact of peer assessment (PA) on students'
learning, particularly in enhancing speaking performance over two
rating sessions. Surveys and interviews conducted as part of the
study illuminate how students derive benefits from peer learning,
internalize assessment criteria, and actively engage in their
learning through assessment activities. Consequently, these
findings underscore the significance of peer and self-assessment
as valuable Activities as Learning (AaL).
Moreover, spanning the last thirty years, peer assessment
has been a subject of substantial research interest, with advocates
like Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2019),
strongly supporting its integration into schools and instructional
methods. Unlike earlier assessments relying on narrative reviews,
the synthesized research consistently indicates the effectiveness
of peer assessment across diverse contexts. The results not only
endorse peer assessment as a formative practice but also offer
practical implications for its successful integration into classroom
settings.
In addition, the study by Ndoye, A. (2017), examines
students' perspectives, exploring how peer and self-assessment
contribute to learning by fostering engagement, responsibility, and
collaborative skills. Conducted in a graduate class, the results
emphasize students' perceptions of the positive impact of peer
and self-assessment, including effective feedback, a supportive
learning environment, and collaborative interactions among
learners. As a result, the collective evidence strongly supports the
notion that peer and self-assessment serve as valuable tools not
only for improving assessment performance but also for enhancing
the overall learning experience.

Note Taking. A study conducted by Kim (2019) explored

how note-taking strategy training impacted the production and
use of notes by Korean college students during academic English
listening tests. The training positively influenced both the quantity
and quality of students' note-taking behaviors, leading to
increased effectiveness in identifying information. Overall,
instructed students demonstrated improved note-taking
performance after the training.
Moreover, upon concluding the study of Özã§Akmak
(2019b), it was observed that comprehension scores in the
Listening-Note Taking group surpassed those of the Reading,
Reading-Note Taking, and Listening groups. A positive correlation
was identified between students' comprehension scores and their
academic grade point averages.
Furthermore, the study of Lichty (2022) underscores the
importance of reexamining how students take notes,
acknowledging the intricate nature of this seemingly
straightforward activity, which has a substantial impact on student
learning. It highlights the need for increased focus on students'
note-taking practices, asserting that teachers play a crucial role in
ensuring the transmission of effective note-taking skills. The
study's conclusion affirms that altering students' note-taking styles
does lead to improved classroom performance.

Social Engagement. Social engagement is often used

interchangeably with terms like interaction, involvement, or collaboration,
pertains to an individual's integration into academic and social systems. This
integration can occur within or outside the classroom, encompassing various
social areas within an institution, such as clubs, dorms, and student unions.
Being engaged socially is linked to heightened levels of happiness, a sense of
belonging, and increased confidence when participating in learning activities
(Rath, 2021).
According to Jacobi (2018) he noted that international students often
encounter adverse stereotypes from their domestic peers, irrespective of the
learning environment. Literature indicates that American undergraduate
students frequently harbor negative attitudes towards collaborating with
international students, citing concerns about language proficiency and a
perceived lack of understanding of course material.
Furthermore, according to McLaughlan (2023), social engagement
frequently involves disagreements, and examining potential variations in
conflict occurrences within the learning environment can provide valuable
insights. While conflict was the least cited theme, three participants reported
negative interactions with American students, specifically in face-to-face
environments, which they attributed to their international or racial status. In
online classes, the visibility of their foreignness is reduced, yet Bisa shared an
experience where she felt a "different energy" when her camera was on. After
reporting this negativity to her instructor, the instructor turned off all cameras
for future meetings and changed groupings to anonymize Bisa's race,
resulting in a reported decrease in negativity.

Time Allocation to Study. Effective time management plays a crucial

role in enhancing students' performance and achievements. The ability to
skillfully manage one's time is essential for every learner, contributing
significantly to improved outcomes. Success in academia relies heavily on
mastering this time utilization skill. Smart analysis of data was conducted
using path analysis, revealing a robust positive correlation between time
management and the academic success of distance learning students. The
findings lead to the conclusion that these two variables are interlinked, with
the proficiency in time utilization significantly impacting students' learning
experiences. In the context of web-based learning, students are encouraged
to prioritize and develop strong time management abilities to enhance their
academic success (Ahmad, S., Batool, A., Husain, A., 2019).
A study conducted by Wang, F., Qin, Q., & Yan-Ju, J. (2016) delved
into the determinants of study time allocation among Chinese junior school
students, with a particular focus on age-related variations in habitual
responding. The results unveiled intricate relationships involving item
difficulty, item order, and time constraints, influencing the study time
distribution of junior school students. Participants displayed a tendency to
adopt a systematic learning approach, prioritizing item difficulty over item
order in their selection process. The study posited that both agenda and
habitual responding collaboratively influence study time allocation, with
agenda exerting a more substantial impact. Furthermore, the study noted that
habitual responding disproportionately affects the self-paced study and recall
performance of junior school students compared to young adults, and external
conditions emerge as significant influencers of junior school students' study
time allocation.
Moreover, as per the findings of Adams and Blair (2019), proficient
time management is linked to increased academic achievement and reduced
anxiety levels among students. Nevertheless, a considerable number of
students encounter challenges in striking a balance between their academic
commitments and daily routines. This study investigates the self-disclosed
time management practices of undergraduate engineering students through
the utilization of the Time Management Behavior Scale. The results indicate
that the perceived control of time by students is the crucial factor significantly
correlated with their cumulative grade point average.
Theoretical Framework

The theoretical framework for the study "Peer Group on Academic

Performance among Senior High School (SHS) Students" is anchored in
Erikson's Theory of Social Development. Erikson's psychosocial theory
posits that individuals go through a series of stages, each characterized by a
unique psychosocial crisis that requires resolution for healthy development.
These stages unfold across the lifespan and are influenced by social
interactions and relationships.
 In the context of this study, the focus is on the adolescent stage, where
the central psychosocial crisis is identity versus role confusion. Peer groups
play a pivotal role during this stage as adolescents seek to establish a sense
of identity and autonomy. The study explores how the interactions within peer
groups impact the resolution of this crisis and subsequently influence
academic performance among SHS students.

The exploration aligns with Erikson's emphasis on the importance of

social relationships in shaping individual development. Peer interactions
become a significant component of the psychosocial environment,
contributing to the formation of identity, self-esteem, and a sense of
competence. The study investigates how positive or negative experiences
within the peer group context can influence the resolution of identity-related
conflicts and, consequently, impact academic performance.

In addition to Erikson's Theory of Social Development, the study

incorporates Urie Bronfenbrenner's Ecological Systems Theory to further
enhance the theoretical framework. Bronfenbrenner's theory emphasizes the
interconnectedness of various environmental systems that influence an
individual's development. The ecological systems framework consists of the
microsystem, where direct interactions occur, the mesosystem, representing
relationships between peer groups and the school environment, the
exosystem, encompassing community and societal influences, and the
macrosystem, including cultural and societal values.

This dual theoretical framework provides a holistic perspective on the

complex interplay between individual psychosocial development and
environmental influences, offering a comprehensive understanding of the
factors affecting academic performance among SHS students within the social
and ecological contexts of their lives.
Conceptual Framework

Definition of terms

Personal Development. In numerous aspects, personal growth can be

considered as a manifestation of Inner Work. It involves introspection to attain
a goal or outcome, particularly in the quest for clarity, purpose, and
enthusiasm in one's life (Miles, 2022).
Skill Enhancement. Skill enhancement refers to developing and
strengthening a certain skill to advance in a certain area (Berger, 2005).
Peer Assessment. Reinholz (2015) defined peer assessment as “a set of
activities through which individuals make judgments about the work of others”.
Note Taking. Note-taking is the practice of writing down or otherwise
recording key points of information (Nordquist, 2019).
Social Engagement. Social engagement refers to being involved in your
community, interacting with others, and feeling connected to a larger group
(Forgeard, 2023).
Time Allocation to Study. Study time allocation is a core aspect of
metacognitive control. It refers to the process whereby learners allocate their
own subjective effort and attention, and it reflects the individual’s ability to
understand the learning task and to choose how to engage with it (Perfect and
Schwartz, 2002).

Independent Variable Dependent Variable

Peer Group Academic Performance

 Personal  Note Taking

Development  Social Engagement
 Skill enhancement  Time Allocation to
 Peer Assessment Study

Figure 1. Conceptual Framework Showing the Relationship between

 Peer Group and Academic Performance.

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