The study investigates the impact of peer influence on the academic performance of Grade 11 students at Melgar National High School. Findings indicate that positive peer interactions enhance motivation and participation in school activities, while negative peer influence can hinder engagement and performance. Overall, the research concludes that fostering supportive peer relationships is crucial for improving students' academic outcomes.

1. PEER INFLUENCE AND THE ACADEMIC
PERFORMANCE OF THE SELECTED
GRADE 11 STUDENTS IN MELGAR
NATIONAL HIGH SCHOOL
Researchers:
JAMAICA MAE A. HERRERA WYREEN MYLES F. GENETA
SOPHIA ANGELA T. CRISOSTOMO JELLO MAURICIO G. LUNA

2. STATEMENT OF THE PROBLEM

3. STATEMENT OF THE HYPOTHESIS

4. CHAPTER II
REVIEW OF RELATED LITERATURE
AND STUDIES

5. A study entitled "Student's Perspective on the
Influence of Peers Towards their School Performance" by
Abapo et.al.(2018) showed that an individual would
properly react in a way of adopting, improving and
embracing the influences that is beneficial, and on the
contrary, if the deeds are against of the will and beliefs,
an individual would react in a way of recognizing the
circumstances and eradicate the influences that can harm
their way of choosing things. Peer influences the
behavior of young individuals in a way that it would
depend on the type of friends they belong. Furthermore,
this can affect positively the the school performance of
students in a way they became more responsible on
doing school works.

6. On the other hand, a study entitled "Peer
influence and Performance Task of Senior High School
Students" by Moneva (2020) revealed that there is a
significant association between the variables peer
influence and performance task of senior high school
students. The result shows that peers can influence the
student's engagement in class and performance task
negatively. It shows from the results that peer destruct
the students in their studies. This means that if the
peers have a negative action, the students can influece,
or vice versa.

7. CHAPTER III
RESEARCH METHODOLOGY

8. RESEARCH DESIGN
DESCRIPTIVE CORRELATIONAL
DESIGN

9. RESEARCH LOCALE

10. RESPONDENTS OF THE STUDY

11. Respondents Population Size Sample Size
11-Mayflower 13 11
11-Marigold 17 14
11-Magnolia 34 28
11-Morning Glory 18 15
TOTAL 82 68

12. STATISTICAL ANALYSIS OF DATA

13. The researcher used the following
skills and description for the variables
that affect the acdemic performance
of Grade 11 students in Melgar
National High School.

14. Numerical Scale Statistical Limit Description
5 4.50 – 5.00 Very High Extent
4 3.50 – 4.49 High Extent
3 2.50 – 3.49 Moderate Extent
2 1.50 – 2.49 Low Extent
1 1.0 – 1.49 Very Low Extent

15. Other statistical method that are used in
the analysis of data are the following:
1.Mean – this is used to describe various
factors that affect the acdemic
performance of selected grade 11
students.

16. 2. Pearson’s Product Moment Correlational
Coefficient
This statistical tool is used to determine
the relationship among rhe variables.

17. CHAPTER IV
ANALYSIS AND INTERPRETATION
DATA

18. Table 1.1 Mean Perception of the Peer Influence to the Academic Performance of the
selected Grade 11 students in Melgar National High School in terms of motivation.
MOTIVATION MEAN RANK DESCRIPTION
1.I am encouraged to go to school everyday
because of my friends.
4.26 2 High Extent
2. As a grade 11 student, I am motivated to finish
my studies with social support and close
friendship.
4.16 3 High Extent
3. I am motivated to do my school activiities
wwith the help of my classmates. 4.30 1 High Extent
4. I am more encouraged to attend my classes
when my peers are present. 4.04 5 High Extent
5. I am more motivared to do other school related
task when I am with my peers. 4.13 4 High Extent
Overall Mean 4.18 High Extent

19. Table 1.2 Mean Perceptiom of the Peer Influence and the Academic Performance of
the selected Grade 11 students in Melgar National High School in terms of
participation. PARTICIPATION Mean RANK DESCRIPTION
1. As a grade 11 student, I always reach out
to my co-peers everytime I have to do
something related to our lesson.
4.27 1 High Extent
2. I participate in school activities when my
peers are around.
4.14 2 High Extent
3. I understand better the teacher’s lecture
whenever I am with my peers during class. 3.82 5 High Extent
4. I became more active in school because of
my peers.
4.08 3 High Extent
5. I am always comfortable participating in
our recitation because of my peers who are
boosting my self confidence.
4.07 4 High Extent
OVERALL MEAN 4.08 High Extent

20. Table 2.1 Frequency Distribution of the General Average of the
Selected Grade 11 students in Melgar National High School.
Scale Frequency Description
95-99 0 Excellent
90-94 15 Very Good
85-89 32 Good
80-84 21 Fair
75-79 0 Poor

21. Table 3.1 Correlational Analysis of Peer Influence and rhe Academic
Performance of the Selected grade 11 students in Melgar National
High School in terms of motivation.
Pairs of
Variables
Computed r-
value
Interpretation
Peer influence and
Academic Performance
of tge Selected Grade
11 students in Melgar
National High School
in terms of motivation.
0.31
Low positive or
Negative Correlation

22. Table 3.2 present the Correlational Analysis of Peer Influence
and Academic Performance of the Selected Grade 11 students
in Melgar National High School in terms of participation.
Pairs of
Variables
Computed r-
value
Interpretation
Peer Influence and
Academic Performance
of the Selexted Grade
11 students in Melgar
National High School
in terms of
participation.
0.23
Low positive or
Negative
Correlation

23. CHAPTER V
SUMMARY OF FINDINGS,
CONCLUSIONS AND
RECOMMENDATIONS

24. CONCLUSIONS

25. 1. Majority of the respondents believe that with
the help of their classmates, they are motivated
to do their school activities. Therefore, the
researchers concluded that through the help of
their classmates, students are able to finish
their school works and projects in school.

26. 2. Most of the respondents answered that they
always reach out to their co-peers everytime
they have to do something related to their
lesson. However, some of the respondents
answered that they understand better the
teacher’s lecture whenever they are with their
peers. This means that peers can help students
to participate to the discussion during class.

27. 3. Majority of the respondents falls under the
average of 85–84 and good to their academic
performance. Therefore, the researchers
concluded that peers have impact to the
academic performance of the students.

28. 4. Peer influence has a significant relationship
to the academic performance of the selected
grade 11 students when it comes to
motivation. Therefore, the researchers
concluded that students become more
interested to learn in school with their peers.

29. 5. Peer influence has a significant relationship
to the academic performance of the selected
grade 11 students when it comes to
participation. Therefore, the researchers
concluded that students are more willing to
participate in school activities and during
discussions when they see that their other
classmates and friends are also participating.

30. RECOMMENDATIONS

31. 1. Students should have group study
especially when doing schoolworks and
project so that they can be motivated and
finish it more easily.

32. 2. Parents and teachers shiuld do their best to
see that their children relates with who can
positively influence them and have a good
impact on their academic performance.

33. 3. Students should know the people they
spend time with in school and be able to give
them a good influence especially when it
comes to their academic performance.

34. 4. Peer influence help to make the student
more interested in learning. Students should
find many friends who can motivate them in
learning so that they can improve
academically.

35. 5. For students to easily understand and
perform effectively to their academic
performance, they need to apply the
knowledge that their teacher teaches them
and must be active in answering and
participating during discussions.

36. 6. Researchers of the same topic are
encouraged to be dealt with us reference
for future researchers who are interested
to the same.

37. THANK YOU!