1

Table of Contents
Title Page ....................................................................................................................................
Table of Contents ...................................................................................................................... 1
Acknowledgement ..................................................................................................................... 2
Dedication ................................................................................................................................. 3
Abstract ..................................................................................................................................... 4
Chapter 1: The Problem and It’s Setting
Introduction ............................................................................................................... 5-6

Statement of the Problem ............................................................................................ 7

Scope and Limitations ............................................................................................... 7-8

Significance of the Study ........................................................................................... 8-9

Hypothesis .................................................................................................................... 9

Conceptual Framework ................................................................................................. 9

Theoretical Framework ............................................................................................... 11

Operational Definition.................................................................................................. 12

Chapter 2: Review of Related Literature ......................................................................... 13-21

Chapter 3: Research Methodology

Research Design......................................................................................................... 22

Population and Sample Technique ........................................................................ 22-23

Data Gathering Procedure .......................................................................................... 23

Instrument of the Study .......................................................................................... 23-24

Statistical Treatment .............................................................................................. 24-25

Chapter 4: Interpretation of Data ..................................................................................... 26-31

Chapter 5: Summary, Conclusion, and Recommendation

Summary of Findings ............................................................................................. 32-33

Conclusion .................................................................................................................. 33

Recommendations ...................................................................................................... 34

Appendix ................................................................................................................ 35-48

References .................................................................................................................. 49
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ACKNOWLEDGEMENT

The researchers would like to thank the following people for fulfilling

this study and to make this a possible one and they are:

Mr. Warren Lucas, the research teacher who guided the researchers with a

particular technique, conducting and greatly improved our research study.

Mr. Felix T. Bunagan, the principal and Mrs. Letecia B. Beronio, the SHS

Coordinator who approved and signed the permit letter to give permission to

the researchers to conduct the study.

Mrs. Rowena Bunagan, Ms. Joan S. Lanuzga and Mr. Hayri Cepeda, the

validators who provided, validated, insight and expertised that greatly assisted

research, although they may not agree with all of the

interpretations/conclusions of this paper.

Respondents, the Grade 12 Senior High Students who gave their time and

efforts to answer the survey questionnaires.

Lastly, we would like to show our deepest gratitude to God who always guide

us to be succeed this research paper. Through ups and down he always there

to give us strength to do better this study.

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DEDICATION

“The LORD himself goes before

you and will be with you; he

will never leave you nor

forsake you. Do not be afraid;

do not be discouraged.”

– Deuteronomy 31:8

We dedicate this to our who encouraged us and give financial

support to finish this study.

We are mostly dedicating this to God, who has made us strong

pillar and our source of knowledge and energy to work on this

research without fail.

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ABSTRACT

The study Social Interaction Correlates to Peer Pressure Among

Senior High Students was conducted in Pitogo Senior High School Year
2018-2019. This research aimed to determine whether there was a
correlation of Social Interaction to peer pressure. This information is
important to identify if there is a correlation of Social Interaction to Peer
Pressure. To gathered the needed data, different references were used
such as books, internet etc.
This research used a quantitative type of research. The
Researchers used a Random sampling technique to collect the data. The
said research instrument was used is validated as well by the experts.
The participants in this study were the Grade 12 Senior High Students in
Pitogo High School. There were 30 respondents in this study. The
average age bracket of the respondents is 17-18 years old. This research
aimed to determine the correlation of Social Interaction to peer pressure.
Findings revealed that Social Interaction has no significant
correlation to Peer pressure. The outcome of this study shall utilized as
basis for conducting a Social Interaction development program to
enhance the student in terms of social interaction.
Key words: Social Interaction, Peer Pressure, Development
 5

Chapter 1

The Problem and It’s Setting

Introduction

Adolescence is a time of transformation in many areas of an

individual’s life. In the midst of these rapid physical, emotional, and social

changes, youth begin to question adult standards and the need for parental

guidance. It is also a time for individuals to make important decisions about

commitments in family, academics, friends, social engagements. Young

adults begin to ask questions such as, “Is school important to me?” and “How

do I want to spend my time?” Teachers, parents, and peers all provide

adolescents or students with suggestions and feedback about what they

should behave in social situations. A peer also can be a part of the most

important social relationships in adolescence life, often contributing more to

his/her development than families do. A typical student learns from

discussions with his peers and can possibly be affected by their personality

and attitude towards social interacting to others. Adolescents always emulate

their mates in whatever form of behaviour they exhibit, particularly that which

interest them thus, since socialization only refer to changes in behaviour,

attitudes having their origin in interaction with other persons and those which

occur through integration, a child learn more through interaction with peers.

They learn from peer on how to cooperate and socialize according to group

norms, and behaviour. The peer group can influence what the child values,

know, wear eats and learn. Despite so much change in today’s society, the
 6

fundamental tasks of growing up still endure to find a place in a sense of

belonging, to identify and master tasks that are generally recognized as

having values and therefore can earn respect by acquiring skills to cope with

them to acquire a sense of worth as a person, and to develop reliable and

predictable relationship with other people especially a few close and love

ones. Also as a result of the social acknowledgement that students look for,

they are under certain among of pressure that drives them to abide by the

peer convictions or rejections. As people grow older, they are faced with

some challenging decisions it is because some don’t have a clear right or

wrong answer. Making decisions is hard enough, and can be even harder

when pressured by other people. In this kind of situation your peers are the

people with whom you identify and spend time. In additions, social interaction

or socialization also happenings in this kind of situation if the individual needs

an opinion from other people they tend to talk someone to get an information.

Social interaction may help the individual to improve themselves in the

different ways specifically in their weaknesses.

 7

Statement of the Problem

The research study aims to find answers to the following sub-problems:

1. What is the profile of respondents with regard to:

1.1 Age;

1.2 Gender;

2. How does student-respondents assess their Social Interaction in terms

of:

2.1 Cooperation In Class

2.2 Understanding

3. Peer pressure in terms of:

3.1 Growth

3.2 Behaviour

4. Is there a relationship in the assessment of social interaction and peer

pressure of the respondents?

5. Based from the findings, what social interaction development program

may be proposed?

Scope and Limitations

The scope of the study was conducted to determine the relationship

between Social Interaction and Peer Pressure. The researchers would

conduct a study in Pitogo High School. The aspects that looked into were:
 8

cooperation of the students, social pressure, understanding, companionship,

growth and delinquency.

The respondents would be given five (5) minutes for answering the

questionnaire. Forty-five (45) students from the Senior High will be the

respondents for the study. The study would be limited only to the Grade 12

students of senior high school.

Significance of the study

The study will be helpful in the field of education. It is important

for:

Students- in understanding the correlation of social

interaction to peer pressure because the students will be aware if

these two have an effect to their maturity;

Teachers - for them to give advice to the students regarding to

this study

School Administrator – to be aware for the ongoing research

study.

Parents- to guide their children on how to handle situations

that affects their mental stability

Future Researchers – use this as the basis of the study in the

future
 9

This study will also provide an insight into the correlation of social

interaction to peer pressure among senior high school students.

The importance of this study is for us to know the relationship of the social

interaction to peer pressure among the Senior High. In addition, this research

tends to give some benefits to the Teachers and students such as attending

some seminars and orientation regarding to this study.

Hypothesis

H0 = There is no significant difference in the social interaction to peer

pressure among Senior High School Students

Conceptual Framework

Input is the demographics of the respondents are needed for the study.

The demographic profile will include: age, gender, civil status and students of

each respondent. The grade 12 students of Pitogo Senior High School would

be the respondents of the study. By, gathering the data that needed for the

study, the researchers would conduct a survey questionnaire. The questions

would be validated by the validators before conduct a survey. The gathered

data would be tabulated. The proposed program for the study would be

entitled as: “Social Interaction Program”.

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Conceptual Framework

INPUT PROCESS OUTPUT

Demographic profile of Validating the Research Basis for: Social

the respondents as to: questionnaires Interaction Program
1. Age;
2. Gender Conducting Survey
3. Civil status questionnaires
4. Student’s status
Choose the Respondents
Social interaction of from Grade 12 Senior
students High Students

Peer pressures of Tabulate the gathered

students data

Feedback
 11

Theoretical Framework

This study is anchored on the following theories of Theory on Social

Development by Erickson (1958). In this theory, Erickson states that peer

pressure is needed for a person to develop, learn, grow and to form into an

individual, it is through both positive and negative peer pressure that people

form and develop their individuality and social status, this often starts in

adolescence. People learn and develop personalities and traits from their

social influence such as friends and family. It is connected in the stage of

Identity vs. Role Confusion stated that this stage is to develop a sense of self.

It is mostly affect the ages of 12-18 years old. They explore the various roles

and ideas, set goals and attempt to discover their “adult” selves. They will be

unsure of their identity and confused about the future. Teenagers who

struggle to adopt a positive role will likely struggle to “find” themselves as

adult. The other stage that is related to the study is Intimacy vs. Isolation

which explains how people in early adulthood in 20s and early 40s are ready

to have share their lives with other however if people doesn’t develop it will

lead to fearing commitment and relationships can lead to isolation, loneliness,

and sometimes depression. Success in this stage will lead to the virtue of love.

Another theory is by Bandura which is Social Learning Theory. The key

concepts of this theory is people learn through observing others behaviour,

attitudes, from observing others, one forms an idea of how new behaviours

are performed, and on later occasions this coded information serves as a

guide for action.

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Operational Definition

Adolescence – is a transitional stage of physical and psychological

development that generally occurs during the period from puberty to legal

adulthood.

Behaviour- the way of a person or behaves

Cooperation- an act or instance of working or acting together for a common

purpose or benefit

Development- the process of developing something new

Growth- the process of developing or maturing physically, mentally or

spiritually

Peer- a person of the same age, status, or ability as another specified person

Peer Pressure- influence from members of one’s peer group.

Program – a plan of action to accomplish a specified end

Social Interaction – is an explanation of language development emphasizing

the role at social interaction between the developing child and linguistically

knowledgeable adults.

Understanding- knowledge about a subject, situation .etc

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Chapter II

Review Related Literature

Foreign literature

Peer Group Motivation, Engagement, and Academic Outcomes

According to Ryan (2000) another important aspect of adolescent peer

groups is motivation. The difference between motivation and engagement is

that motivation is more focused on student cognition underlying involvement

in school work and engagement is more focused on actual involvement in

school work found that peer groups were influential regarding changes in

students’ intrinsic value for school as well as achievement.

The peer group was not, however, influential regarding changes in

students’ utility value for school. 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. 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. 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. Through selection, some

adolescents may place themselves in peer group situations that support or

foster their achievement-related beliefs and behaviours. Others may place

 14

themselves in contexts that weaken achievement-related beliefs and

behaviours.

What Peer Groups Provide for Senior High Students

Educators and parents should be aware that peer groups provide a

variety of positive experiences for adolescents. Castrogiovanni (2002) cited

the following: the opportunity to learn how to interact with others; support in

defining identity, interests, Abilities, and personality; Autonomy without control

of adults and parents; Opportunities for witnessing the strategies others use to

cope with similar problems, and for observing how effective they are; involved

emotional support and; Building and maintaining friendships.

According to Black (2002), peer groups provide a forum where teens

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 (Downs & Rose, 1991).

Unfortunately, members of groups may accept negative labels, incorporate

them into their identity, and through the process of secondary deviance,

increase levels of deviant behaviour. Teenagers learn about what is

acceptable in their social group by “reading” 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 behaviours and attitudes. Anxiety can arise when teens try to predict

how peers will react, and this anxiety plays a large role in peer influence.
 15

Burns and Darling (2002) stated that self-conscious worrying about

how others will react to future actions is the most common way adolescents

are influenced by their peers. When a teen 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, let alone

when you are twelve or thirteen years old. This leads to the topic of peer

pressure.

Meaning of Peer Group

According to Castrogiovanni (2002) a peer group is defined as 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. 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.

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 more subtle form of peer pressure is known as peer influence, and it
 16

involves changing one’s behaviour to meet the perceived expectations of

others (Burns & 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.

Positive Peer Group Influence

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 (Lingren, 1995).

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. (Nicole, 2004).

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). Fischhoff, Cromwell, and

Kipke (1999) cited a systems theory perspective, arguing that groups that

provide a lot of positive feedback encourage action to maintain good feelings.

 17

These good feelings are often reported in peer groups, and actions could lead

to engaging in risky behaviours to keep the “fun” going.

According to Ryan (2000), students who were identified as “jock-

populars” perceived more pressure in the area of school involvement and less

pressure toward misconduct than students identified as “druggie-toughs.”

Negative Peer Group Influence and its causes

While it is clear that peer groups can be positive for identity formation,

negative peers 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 way that is consistent with their peer

group affiliation and 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 favouritism 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. 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.

(Nicole, 2004).

An additional drawback in the eyes of Alderman (2000) is ability

tracking. Ability tracking to him involves separating students based on their

 18

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”.

According to Nicole, (2004) effort may be diluted when adults 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.

Foreign Study

Research Children and Social Interaction

The study, "Research Children and Social Interaction", the aim of this

article or paper is to advance the study of children's social interaction as a

 19

topic in its own right, and to promote the use 7of interactional approaches to

address the range of issues in the study of children and childhood.

Theobuld ,MaryAnne . Research Children and Social interaction. It stated that

the ‘’Interactions’’ were analysed with respect to students experiences at

school with other students. In this study revealed that interaction by

collaboration is positive to knowledge acquisition, building social skills and

emotional support. Schools are becoming more and more of multicultural and

require curriculum that reflects the needs of all student. According to Galtung

(1981) school is part of society, and any change of the school system is a

change of the society. The entire school environment can also be vehicle of

change and not just individual classes, learning materials, or teaching

strategies. Anal M.Alhassan, Students Social Interaction and Learning in a

Multicular School (2015).Based to the research of Hoem (2000), the school is

a socialisation system and teaching and learning are socialising processes.

Learning how to become human and to behave in ways that accord with the

general expectations of others (in short, to be socialised) is a process that

begins at birth and continues throughout our life. Also Primary socialisation

occurs between the individual and those people in their life with whom they

have primary relationships. A primary relationship is one in which the

individual has a close, personal, face-to-face relationship with the people

responsible the people responsible for the socialisation process such as the

parent. Secondary relationship is one in which the individual does not have a

close, personal, relationship with the people responsible for the socialisation

process.
 20

Foreign Study

Impact of Social Interaction on Student Learning

According to the study of Hurst and other of his co-researcher that

many of students in school from kindergarten and colleges, students take a

little social interaction. We all experienced to be a student and there is a one-

way communication from the teachers to students like discussing the lesson.

The students tend to absorb only the lesson. As early as 1984, Goodlad wrote

“the data from our observations in more than 1,000 classrooms support the

popular image of a teacher standing in front of a class imparting knowledge to

a group of students” (p. 105). Smith wrote in 1998 that teachers talk 90% of

the time in classrooms. Frey, Fisher, and Allen (2009) observed that “students

are expected to sit hour after hour, taking notes, and answering the

occasional question with little interaction with peers” (p. 70). The concept of

teachers doing all of the talking in classrooms is in direct contrast to the

philosophy that learning is primarily a social activity (Dewey, 1963; Lindeman,

1926) and the idea that the person who is doing the work is the person doing

the learning (Hurst, 1998). Dr. Beth Hurst, Dr. Randall Wallace, Dr. Sarah

Nixon.

Local literature

Peer Pressure

Base on this article peer pressure that is written from Manila Standard in the

year of 2013 it mostly starts in adolescent stage at the age of 12 to 14 years

 21

old because they are observed that most of them are not aware of themselves

and are easy to influence by someone or something. These young people

don’t have stable and personal choices and it is just being formed as time flies.

According to this article not only young people have this peer pressure but the

adults too because the basic need of a human is the need of belongingness.

Even adults don’t enjoy being an outsider because all people needs to have

their own circle of friends for able to be comfortable and expose who is he or

she really is as a person. The adults knew better but the eve them don’t have

the luxury to skip peer pressure. One example of a negative peer pressure

and is called as ‘BI’ or ‘Bad Influence’ when a person starts to follow or obey

someone or a group of people to make bad decisions such as beating

someone, smoking cigarettes, drinking alcohol and etc. As stated in this

article solidarity is stronger than the sense of right and wrong and that is peer

pressure. The best coping mechanism of this for children is to have a healthy

and communicative relationship between families because it will help them to

learn to associate with other people well.

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Chapter III

Research Methodology

RESEARCH DESIGN

The study entitled “Social Interaction Correlates Peer Pressure

among Senior High School Students: Basis for “Social Interaction

Program” used a descriptive research. According to De Belen (2015),

descriptive research is a method of research that seeks and describes

something out there such as the status, condition or experience of a subject.

The survey research is one in which a group of people or items is studied by

collecting and analysing data from only a few people or items considered to

be representative of the entire group. In other words, only part of the

population is studied, and findings from this are expected to be generalized to

the entire population.

POPULATION AND SAMPLING TECHNIQUE

The study involves 30 respondents from Grade 12 Senior High

students of Pitogo Senior High School. The study employed random sampling.

According to Bobko et;al (2009) simple random sampling is a process such

that each sample of equivalent size has an equal chance of being selected.

To gather the respondents needed, the researchers use the Pearson r

formula, according to Rustico D. Belen Pearson product-moment correlation

coefficient (rxy) is a linear correlation used to determine the relationship

 23

between two sets of variable, X and Y. This is the most common measure to

determine the association between two sets of variable quantitatively.

DATA GATHERING PROCEDURES

1) The researchers proposed a questionnaires before constructing

questions

2) Constructed questions that divided into each factor with the total of

thirty (30) item questions.

3) After constructing the questions, the researchers made a validation

letter to validate the questionnaire.

4) The researchers requested some teachers or experts to validate the

research questionnaire.

5) The validation letter was given to the validators after requesting.

6) Created a permission letter to conduct the survey.

7) Permission letter was given to the research teacher, school

principal and SHS coordinator to sign it.

8) Permission letter was given to the subject teachers and

respondents.

9) Administered the survey questionnaire to student or respondents.

INSTRUMENT OF THE STUDY

The researchers used a researcher-made survey questionnaire. The

survey questionnaires have sub-variables under Social Interaction, these are

Cooperation in Class and Understanding, while in Peer Pressure, its sub-

 24

variables are Growth and Behaviour. Each sub-variable has 5 questions to

be answered by the respondents. The respondents will rate each item, using

the Likert Scale. According to Burns, Bowling et al. (1997) Likert type of

frequency scales use fixed choice response formats and are designed to

measure attitudes or opinions. This ordinal scale measure levels of

agreement or disagreement.

STATISTICAL TREATMENT

Responses to the questionnaire by Senior High HUMSS students were

statistically analysed with the data requirements of the study. Students were

statistically analysed with the data instruments of the study. Descriptive

statistics such as frequency count are considered.

1. Percentage- According to Merriam Webster percentage is a part of a

whole expressed in hundreds. Formula: Part/Whole=%/100

2.Ranking (if and when needed)- Based on Wikipedia a rank correlation

is aiming of several statistics that measure an ordinal association, the

relationship between rankings or different ordinal variables or different

rankings of the same variable, where are ranking is the assignment of the

ordering labels “first”, “second”, “third”, etc. to different observations of a

particular variable.

3.Likert Scale- As per Saul Mcleod (1932) it is a various kind of rating

scales have been developed to measures attitudes by asking people to

respond to a series of statements about the topic. In terms of the extent to

which they agree with them.

 25

4.Weighted Mean- Based on datasciencecentral.com, It is a type of

average, but it is quite different with the regular average since unlike the
typical mean wherein all data points equally contribute to the final mean,
some of weighted mean’s data points contribute more to the final mean
than the other. They are often used in a statistic and are usually used
when studying population.

Formula: 𝒙 ∑𝒏𝒊=𝟏 𝒙i
̅=_____________
n

5.Pearson r (Correlation of Coefficient) - According to Rustico D. Belen

Pearson product-moment correlation coefficient (rxy) is a linear correlation

used to determine the relationship between two sets of variable, X and Y.

This is the most common measure to determine the association between

two sets of variable quantitatively. To get the value of Pearson Product –

Moment correlation coefficient, consider formula (8.1) as follows:

Two letters are used to represent the Pearson correlation: (ρ) for a population
and the letter “r” for a sample.
 26

Chapter IV

Interpretation of data

Demographics
20
18
Number of Respondents

16
14
12
10
8
6
4
2
0
16-17 18 and
above

Age

Age Number of Students Percentage

(f) (%)

18 and above 19 63.33 %

16-17 years old 11 36.67 %
TOTAL: 30 100 %

Table 1: Respondents According to their Age

Based on the table there are 19 students that are 18 and above which

makes up 63.33%, 11 students that are 16-17 yrs. Old which makes up 36.67 %

which makes a total of 30 students of senior high school.

 27

Demographics
20

Number of Respondents
18
16
14
12
10
8
6
4
2
0
Male Female

Gender

Table 2: Respondents According to their Gender

Gender Number of Students Percentage

(f) (%)
Male 11 36.67 %
Female 19 63.33 %
TOTAL: 30 100 %

Based on the table there are 19 students that are female, which makes

up 63.33 % while 11 students are male which makes up 63.33 % which

makes a total of 30 students of senior high school.

SCALE RANGE INTERPRETATION

5 4.6-5.0 Always
4 3.7-4.5 Most of the Time
3 2.8-3.6 Sometimes
2 1.9-2.7 Often
1 1.0-1.8 Never
 28

Table 3: Social Interaction in terms of Cooperation in Class

COOPERATION IN CLASS WM VI CM R

1. Cooperates and collaborates 4.33 ALWAYS 2

in group activities.
2. Recites or reports in front of 4.00 ALWAYS 4
the class.
3. Actively participates in the 3.93 ALWAYS 5
class discussion.
4. Socializes with friends inside 4.47 ALWAYS 1
and outside of the school.
5. Spends a lot of time 4.10 ALWAYS 3
preparing what to say or how to
act in a social situation.
Total: = 4.17

Table 3 shows the result of cooperation in class. Based on the table,

Q4 ranked 1st with the highest computed weighted mean of 4.47 and is

interpreted by the Likert Scale as ALWAYS. This is followed by Q1 which

ranked 2nd with a weighted mean of 4.33 and is also interpreted by the Likert

Scale as ALWAYS. Q5 ranked 3rd with a computed weighted mean of 4.10

and is interpreted by the Likert Scale as ALWAYS. Q2 ranked 4th having a

computed weighted mean of 4.00 and is interpreted by the Likert Scale as

ALWAYS. Q3 ranked 5th having the lowest computed weighted mean of 3.93

and is interpreted as ALWAYS by the Likert Scale. The overall computed

composite mean of 4.47 determines that the overall interpretation of the

Cooperation in Class portion of the questionnaire is ALWAYS.

 29

Table 4: Social Interaction in terms of Understanding

UNDERSTANDING WM VI CM R

1. Knows the difference 4.10 1

ALWAYS
between assertive and being
aggressive.
2. Remains calm and positive 3.67 SOMETIMES 4
at all times.
3. Accepts criticism 3.93 MOST OF 2
objectively. THE TIME
4. Pays attention on your 3.80 MOST OF 3
body language. THE TIME
5. Distracts myself to avoid 3.63 5
MOST OF
thinking about social
THE TIME
situations.
Total: 3.83

Table 4 shows the result of understanding. Based on the table, Q1

ranked 1st with the highest weighted mean of 4.10 and is interpreted by the

Likert Scale as ALWAYS. Q3 follows in the 2 nd rank and has a computed

weighted mean of 3.93 and is interpreted by the Likert Scale as MOST OF

THE TIME. This is followed by Q4 which is ranked 3rd with a weighted mean

of 3.67 and is interpreted by the Likert Scale as MOST OF THE TIME. Q2

ranks 4th with a computed weighted mean of 3.67 and is given the

interpretation of SOMETIMES by the Likert Scale. Q5 ranked last with a

computed weighted mean of 3.63 and is interpreted by the Likert Scale as

MOST OF THE TIME. The overall computed composite mean is 3.83 and it

determines that the overall interpretation of the Understanding portion of the

questionnaire is MOST OF THE TIME.

 30

Table 5: Peer Pressure in terms of Growth

Growth WM VI CM R

3.97 MOST 2
1. Increase the social skills. OF THE
TIME
3.93 MOST 3
2. Improves ability to cope with
OF THE
stressful events.
TIME
3.93 MOST 3
3. Becomes mindful in making
OF THE
decisions.
TIME
3.97 MOST 2
4. Learn important things or good
OF THE
manner from those around them.
TIME
4.13 MOST 1
5. Extends understanding in all
OF THE
situation.
TIME
Total: 3.99

Table 5 shows the results for Growth. Q5 ranked the highest with a

computed weighted mean of 4.13 and is interpreted by the Likert Scale as

MOST OF THE TIME. Q1 and Q4 both ranked 2 nd with a weighted mean of

3.97 and is both interpreted by the Likert Scale as MOST OF THE TIME. Both

Q2 and Q3 ranked last with a computed weighted mean of 3.93 and is

interpreted by the Likert Scale as MOST OF THE TIME. The overall computed

composite mean of 3.99 determines that the overall interpretation of the

Growth portion of the questionnaire is MOST OF THE TIME.

 31

Table 6: Peer Pressure in terms of Behaviour

BEHAVIOUR WM VI CM R

1. When students sneak out of 2.93 SOMETIMES 3

the class, others follow them.
2. When students skip classes, 2.08 OFTEN 5
others also tend to do it.
3. When students use mobile 3.57 SOMETIMES 1
phones to play games, others
tend to follow.
4. When group of friends make 3.13 2
SOMETIMES
fun of a new student, others are
also laugh with them.
2.57 OFTEN 4
5. Disrespects the authorities

Total: 3.10

Table 6 shows the result for Behaviour. Q3 ranked 1st with a computed

weighted mean of 3.57 and is given the interpretation by the Likert Scale as

SOMETIMES. This is followed by Q4 with a computed weighted mean of 3.3

and is interpreted by the Likert Scale as SOMETIMES. Q1 ranked 3 rd with a

weighted mean of 2.93 which is interpreted by the Likert Scale as

SOMETIMES. Q5 ranked 4th with a weighted mean of 2.57 and is interpreted

as OFTEN by the Likert Scale. Q2 ranked last with a computed weighted

mean of 2.08 and is interpreted by the Likert Scale as OFTEN. The overall

computed composite mean of 3.10 determines that the overall interpretation

of the Behaviour portion of the questionnaire is SOMETIMES.

 32

Chapter V

Summary, Conclusion and Recommendation

After a careful assessment, this section of the study presents the

summary of findings, the conclusions that were drawn and the possible

recommendations.

The objective of this study was to assess whether there was a

correlation between social interaction and peer pressure among senior high

students. As an output, a social interaction development program was

proposed to enhance the student in terms of their social interaction.

Summary of Findings

Enumerated here is the summary of findings based on the statement of

the problem presented in Chapter 1 of this study.

1. Age: 63.33% of the respondents identified themselves as 16-17 year olds,

while 36.67% of the respondents identified themselves 18 and above.

1.1. Gender: 63.33% of the respondents identified themselves as female,

while 36.67% of the respondents identified themselves as male.

2. 2.1. The table number 3 shows that the respondents had a high level of

Social interaction in terms of Cooperation.

2.2. The table number 4 shows that most of the respondents have various

answers because based on the result of this table has different

understanding in terms of Social Interaction.

 33

3. 3.1. Based on the table number 5, respondents show that they almost

achieve their Peer Pressure in terms of Growth.

3.2. Most of the respondents do not conform to the idea of peer pressure

in terms of Behaviour. It is based on the results of the answer or the

respondents in table number 6.

2. There is no relationship between Social Interaction and Peer Pressure

because based on the result of the statistical treatment all of the data does

not have correlation between the two variables.

3. The program is not necessarily needed because based on the findings the

respondents is actively interacting with other people.

Conclusion

Below are the conclusions drawn based from the findings of the study.

Overall all of the respondents had a high level of Cooperation in terms of

Social interaction. Based on the results of the tables respondents has a

different in Social interaction. While most of the respondents do not

conform the idea of peer pressure in terms of behaviour based in table. To

sum it up there is no relationship between Social interaction and Peer

pressure. The program that suggested of the Researchers is not

necessarily needed because the respondents is already actively

interacting with other people.

 34

Recommendations

The recommendation was conveyed based on the findings obtained:

School administrators should hold a seminar program regarding the student’s

social interaction and how they could handle peer pressure. To the future

researchers they can get some information that is related or connected to

their own study. The output of this study is to help them in other way such as

to develop or enhance their social skills and to involve in different kinds of

group where they can be comfortable. Also it can help teenagers to be aware

of their actions towards interacting with other people.

 35

APPENDIX
 36

February 28, 2019

Ms. Joan Lanuzga

Research Teacher

Madam:

Greetings!

The undersigned are the Grade 12-Gelia Tagumpay students of Pitogo High
School conducting a research entitled: “Social Interaction Correlates Peer
Pressure among Senior High Students”: Basis for Social Interaction
Development Program” in in partial fulfilment of the requirements for the
subject Research Project.

In connection with this, the researchers would like to seek assistance with
regard to the validation of the questionnaire necessary for the study. Knowing
that you are one of the most fit and capable to provide such, we would like to
ask you to validate our proposed survey questionnaire.

Attached here with the following:

1. Questionnaire for validation, and
2. Copy of the Statement of the Problem (SoP)

The researchers are highly anticipating your kind approval regarding to this
matter.

Thank you very much and God bless you.

Sincerely yours,

Amistad, Filler D. Macarang , Joycie O. Tano,

Edelyn C.

San Juan, John Dave C. Ordas, Jennily Mikaila C.

Noted by:

Mr. Warren Lucas

Research Teacher
 37

Social Interaction Correlates Peer Pressure among Senior High Students:

Basis for Social Interaction Development Program

Name (optional):

Age: Gender: Civil status:

Status as a student: Full-time student Working student

Directions: Please answer honestly. For each statement below, check the
responses that best characterize how you feel about each statement.

5 4 3 2 1
Always Most of the Sometimes Rarely Never
time

SOCIAL INTERACTION

COOPERATION IN CLASS 5 4 3 2 1

1. Cooperates and collaborates in group activities.

2. Recites or reports in front of the class.

3. Actively participates in the class discussion.

4. Socializes with friends inside and outside of the school.

5. Spends a lot of time preparing what to say or how to act in a
social situation.

UNDERSTANDING 5 4 3 2 1

1. Knows the difference between assertive and being aggressive.

2. Remains calm and positive at all times.

3. Accepts criticism objectively.

4. Pays attention on your body language.

 38

5. Distracts myself to avoid thinking about social situations.

PEER PRESSURE

GROWTH 5 4 3 2 1

1. Increases the social skills.

2. Improves ability to cope with stressful events.

3. Becomes mindful in making decisions.

4. Learns important things or good manner from those around

them.

5. Extends understanding in all situation.

BEHAVIOR 5 4 3 2 1

1. When students sneak out of the class, others follow them.

2. When students skip classes, others also tend to do it.

3. When students use mobile phones to play games, others tend to

follow.

4. When group of friends make fun of a new student, others are also
laugh with them

5. Disrespects the authorities

 39

PERMIT TO CONDUCT STUDY

February 28, 2019

Dear Ma’am/Sir,

The undersigned are the Grade 12-Gelia Tagumpay students of Pitogo High
School would like to request permission from your office to allow us to conduct
research study among Grade 12 students. The title of the research is, “Social
Interaction Correlates Peer Pressure among Senior High Students”: Basis for
Social Interaction Development Program.” The survey will only take 5-10 minutes
for them to answer.

We are looking forward for a favorable response regarding this matter.

Thank you very much for your time and consideration!

Sincerely yours,

Amistad, Filler D. Macarang, Joycie O. Tano,

Edelyn C.

San Juan, John Dave C. Ordas, Jennily Mikaila C.

Noted by: Endorsed by:

Mr. WARREN L. LUCAS Mrs. LETICIA B. BERONIO, II

Research Teacher Senior High School Coordinator

Approved by:

Mr. FELIX T. BUNAGAN

Principal
 40

Statement of the Problem

The research study aims to find answers to the following sub-problems:

1. What is the profile of respondents with regard to:

1.1 Age;

1.2 Gender;

2. How does student-respondents assess their Social Interaction in terms

of:

2.1 Cooperation In Class

2.2 Understanding

3. Peer pressure in terms of:

3.1 Growth

3.2 Behaviour

4. Is there a relationship in the assessment of social interaction and peer

pressure of the respondents?

5. Based from the findings, what social interaction development program

may be proposed?
 41

February 28, 2019

Mrs. Rowena Bunagan

English Teacher

Madam:

Greetings!

The undersigned are the Grade 12-Gelia Tagumpay students of Pitogo High
School conducting a research entitled “Social Interaction Correlates Peer
Pressure among Senior High Students”: Basis for Social Interaction
Development Program” in in partial fulfilment of the requirements for the
subject Research Project.

In connection with this, the researchers would like to seek assistance with
regard to the validation of the questionnaire necessary for the study. Knowing
that you are one of the most fit and capable to provide such, we would like to
ask you to validate our proposed survey questionnaire.

Attached here with the following:

1. Questionnaire for validation, and
2. Copy of the Statement of the Problem (SoP)

The researchers are highly anticipating your kind approval regarding to this
matter.

Thank you very much and God bless you.

Sincerely yours,

Amistad, Filler D. Macarang , Joycie O. Tano,

Edelyn C.

San Juan, John Dave C. Ordas, Jennily Mikaila C.

Noted by:

Mr. Warren Lucas

Research Teacher
 42

Mr. Jesus Hayri Cepeda

Creative Non-Fiction Teacher

Madam:

Greetings!

The undersigned are the Grade 12-Gelia Tagumpay students of Pitogo High
School conducting a research entitled “Social Interaction Correlates Peer
Pressure among Senior High Students”: Basis for Social Interaction
Development Program” in in partial fulfilment of the requirements for the
subject Research Project.

In connection with this, the researchers would like to seek assistance with
regard to the validation of the questionnaire necessary for the study. Knowing
that you are one of the most fit and capable to provide such, we would like to
ask you to validate our proposed survey questionnaire.

Attached here with the following:

1. Questionnaire for validation, and
2. Copy of the Statement of the Problem (SoP)

The researchers are highly anticipating your kind approval regarding to this
matter.

Thank you very much and God bless you.

Sincerely yours,

Amistad, Filler D. Macarang , Joycie O. Tano,

Edelyn C.

San Juan, John Dave C. Ordas, Jennily Mikaila C.

Noted by:

Mr. Warren Lucas

Research Teacher
 43

Demographics
20
18

Number of Respondents
16
14
12
10
8
6
4
2
0
16-17 18 and
above

Age

Age Number of Students Percentage

(f) (%)

18 and above 19 63.33 %

16-17 years old 11 36.67 %
TOTAL: 30 100 %

Table 1: Respondents According to their Age

Based on the table there are 19 students that are 18 and above which

makes up 63.33%, 11 students that are 16-17 yrs. Old which makes up 36.67 %

which makes a total of 30 students of senior high school.

 44

Demographics
20

Number of Respondents
18
16
14
12
10
8
6
4
2
0
Male Female

Gender

Table 2: Respondents According to their Gender

Gender Number of Students Percentage

(f) (%)
Male 11 36.67 %
Female 19 63.33 %
TOTAL: 30 100 %

Based on the table there are 19 students that are female, which makes

up 63.33 % while 11 students are male which makes up 63.33 % which

makes a total of 30 students of senior high school.

SCALE RANGE INTERPRETATION

5 4.6-5.0 Always
4 3.7-4.5 Most of the Time
3 2.8-3.6 Sometimes
2 1.9-2.7 Often
1 1.0-1.8 Never
 45

Table 3: Social Interaction in terms of Cooperation in Class

COOPERATION IN CLASS WM VI CM R

1. Cooperates and collaborates 4.33 ALWAYS 2

in group activities.
2. Recites or reports in front of 4.00 ALWAYS 4
the class.
3. Actively participates in the 3.93 ALWAYS 5
class discussion.
4. Socializes with friends inside 4.47 ALWAYS 1
and outside of the school.
5. Spends a lot of time 4.10 ALWAYS 3
preparing what to say or how to
act in a social situation.
Total: = 4.17

Table 3 shows the result of cooperation in class. Based on the table,

Q4 ranked 1st with the highest computed weighted mean of 4.47 and is

interpreted by the Likert Scale as ALWAYS. This is followed by Q1 which

ranked 2nd with a weighted mean of 4.33 and is also interpreted by the Likert

Scale as ALWAYS. Q5 ranked 3rd with a computed weighted mean of 4.10

and is interpreted by the Likert Scale as ALWAYS. Q2 ranked 4th having a

computed weighted mean of 4.00 and is interpreted by the Likert Scale as

ALWAYS. Q3 ranked 5th having the lowest computed weighted mean of 3.93

and is interpreted as ALWAYS by the Likert Scale. The overall computed

composite mean of 4.47 determines that the overall interpretation of the

Cooperation in Class portion of the questionnaire is ALWAYS.

 46

Table 4: Social Interaction in terms of Understanding

UNDERSTANDING WM VI CM R

1. Knows the difference 4.10 1

ALWAYS
between assertive and being
aggressive.
2. Remains calm and positive 3.67 SOMETIMES 4
at all times.
3. Accepts criticism 3.93 MOST OF 2
objectively. THE TIME
4. Pays attention on your 3.80 MOST OF 3
body language. THE TIME
5. Distracts myself to avoid 3.63 5
MOST OF
thinking about social
THE TIME
situations.
Total: 3.83

Table 4 shows the result of understanding. Based on the table, Q1

ranked 1st with the highest weighted mean of 4.10 and is interpreted by the

Likert Scale as ALWAYS. Q3 follows in the 2 nd rank and has a computed

weighted mean of 3.93 and is interpreted by the Likert Scale as MOST OF

THE TIME. This is followed by Q4 which is ranked 3 rd with a weighted mean

of 3.67 and is interpreted by the Likert Scale as MOST OF THE TIME. Q2

ranks 4th with a computed weighted mean of 3.67 and is given the

interpretation of SOMETIMES by the Likert Scale. Q5 ranked last with a

computed weighted mean of 3.63 and is interpreted by the Likert Scale as

MOST OF THE TIME. The overall computed composite mean is 3.83 and it

determines that the overall interpretation of the Understanding portion of the

questionnaire is MOST OF THE TIME.

 47

Table 5: Peer Pressure in terms of Growth

Growth WM VI CM R

3.97 MOST 2
1. Increase the social skills. OF THE
TIME
3.93 MOST 3
2. Improves ability to cope with
OF THE
stressful events.
TIME
3.93 MOST 3
3. Becomes mindful in making
OF THE
decisions.
TIME
3.97 MOST 2
4. Learn important things or good
OF THE
manner from those around them.
TIME
4.13 MOST 1
5. Extends understanding in all
OF THE
situation.
TIME
Total: 3.99

Table 5 shows the results for Growth. Q5 ranked the highest with a

computed weighted mean of 4.13 and is interpreted by the Likert Scale as

MOST OF THE TIME. Q1 and Q4 both ranked 2 nd with a weighted mean of

3.97 and is both interpreted by the Likert Scale as MOST OF THE TIME. Both

Q2 and Q3 ranked last with a computed weighted mean of 3.93 and is

interpreted by the Likert Scale as MOST OF THE TIME. The overall computed

composite mean of 3.99 determines that the overall interpretation of the

Growth portion of the questionnaire is MOST OF THE TIME.

 48

Table 6: Peer Pressure in terms of Behaviour

BEHAVIOUR WM VI CM R

1. When students sneak out of 2.93 SOMETIMES 3

the class, others follow them.
2. When students skip classes, 2.08 OFTEN 5
others also tend to do it.
3. When students use mobile 3.57 SOMETIMES 1
phones to play games, others
tend to follow.
4. When group of friends make 3.13 2
SOMETIMES
fun of a new student, others are
also laugh with them.
2.57 OFTEN 4
5. Disrespects the authorities

Total: 3.10

Table 6 shows the result for Behaviour. Q3 ranked 1 st with a computed

weighted mean of 3.57 and is given the interpretation by the Likert Scale as

SOMETIMES. This is followed by Q4 with a computed weighted mean of 3.3

and is interpreted by the Likert Scale as SOMETIMES. Q1 ranked 3 rd with a

weighted mean of 2.93 which is interpreted by the Likert Scale as

SOMETIMES. Q5 ranked 4th with a weighted mean of 2.57 and is interpreted

as OFTEN by the Likert Scale. Q2 ranked last with a computed weighted

mean of 2.08 and is interpreted by the Likert Scale as OFTEN. The overall

computed composite mean of 3.10 determines that the overall interpretation

of the Behaviour portion of the questionnaire is SOMETIMES.

 49

Reference

Black, S. (2002). When students push past peer influence. The Education

Cooley, M. (2009).Joint Contribution of Teachers’ Warmth and Child

Effortful Control on Academic and Social Adjustment: Early Elementary

Grades; Paper presented at the biennial meeting of the Society for Research

in Child Development; Boston. March

Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved from:

http://www.ianr.unl.edu/pubs/family/nf211.htm.

Hurst,B., Wallace,R., et;al (1998) Impact of Social Interaction on Student

Learning.

Oxford Advanced Learners Dictionary, (2001) Definition of Peer Group

Influence. Available at:

http://www.advancedlearnersdictionary.com/definition_of_Peer_group

_influnce

Theobuld,M.(2017). Research Children and Social Interaction.

Chua, A. (2013) Peer Pressure. Manilastandard.net/mobile/article/75165

Vygotsky,L.(1934)Social Interactionist Theory p.2018

https://psychologenie.com/social-interactionist-theory-explained

Erickson.E(1958) Social Stage Development 2015

https://prezi.com/fkihrxvdsq6b/teenage-peer-pressure