“The Experiences of Senior High School Students’
academic Performance with the Impact of Social Pressure”
Qualitative Research Presented to
The Faculty of the Senior High School Department
Manuel S Nasser SR. National High School
In Partial Fulfillment
Of the Requirements in Practical Research 1
(Research in Daily Life 1)
Megabon, Nicole Kate D.
Nugal, Mark Louie J.
Blas, Shahani Rose L.
Panes, Elesamie N.
Taganait, Jonna Mae V.
Ramon, Hilarion B.
Lequin, Louie Jane
Chapter 1
Introduction
Background of the study
The good academic performance of students at the Senior High School
is of paramount importance in every educational system. Meanwhile,
numerous factors influence the academic performance of students and have
been researched, but many problems persist. A literature review in this area
would provide the gaps and areas that need more research and will go a long
way to curb the situation. The current paper used a narrative review method
to review the literature on the academic performance of students at Senior
High Schools and various factors affecting students’ performance. The paper
elucidated how these factors negatively affect academic performance and the
need for them to be minimized to improve students’ academic performance.
The study found out that, truancy affects academic performance drastically
and sometimes even leads to school dropout. Also, the study found out that
other factors such as students’ parental levels of education and income,
textbooks availability and accessibility, libraries, practical laboratory, meals
provision and teachers have tremendous effects on the academic performance
of students at school. Students who are above average academically and are
positively exposed to these factors are likely to perform better as compared to
those who are less exposed to these factors. The study recommends that
factors such as truancy, parental levels of education and income, textbooks
availability and accessibility, libraries, practical laboratory, meals provision and
teachers should be regularly monitored and adjusted to meet students’ needs
and aspirations. This will go a long way to improve the academic performance
of students and hence allow them to achieve their aims in life. ( Evans Austin
Brew, Benjamin Nketiah, Richard Koranteng Open Access Library Journal 8 (6),
1- 14, 2021).
The impact of peer pressure on the relationship between teacher-
student contact and academic achievement in University of Ethiopia
graduating class students was investigated in this study. Using a well-
established questionnaire, 313 students were randomly recruited from four
colleges and one school for a survey-based study. The CFA and SEM
procedures were employed. Student-teacher interaction has a positive and
significant relationship with both peer pressure and academic achievement,
according to the findings. In the relationship between student-teacher
interaction and academic achievement, peer pressure had a mediating
function. All of the current study’s hypotheses were found to be true. The
Ethiopian Ministry of Education and university officials should evaluate the
display guidelines for instructors and students so that students can resist
negative pressure and professionals may use proper care and emotional
attachment tactics while interacting with them. In addition, university leaders
and practitioners can identify important areas to consider in selecting
instructors, providing life skill training, interpersonal interaction training, and
managing peer pressure workshops for all students and teachers by using the
model developed in this study.
Statement of the Problem
The study aims to provide information about the experiences of senior
high school students academic performance with the impact of social pressure.
The researcher wants to evaluate and investigate the experiences of senior
high school academic performance. Specially, it seeks to answer the following
questions:
1. How do senior high school students experience social pressure in
relation to their academic performance?
2. What are the potential effects of social pressure on the well-being of
senior high school students?
3. What coping mechanisms do senior high school students use to manage
social pressure and maintain their academic performance?
Significance of the study
Primarily, the study aims to determine of the effects of social pressure
on senior high school student’s academic performance. One of the goals of
these study validate and shed light to the students and their experiences. The
following stakeholders and offices shall benefit from the study.
Students. The study could provide a platform for students to share their
experiences on social pressure, which could help them to reflect their own
experiences and develop coping strategies.
Teachers. The findings of the study could help teacher in approaching
students.
School administrations. The findings of the study could help the school
administrators to develop policies and programs that address the social
pressures faced by students.
Future researchers. The study could provide a foundation of knowledge
on the topic, which future researcher could use to build upon depend their
understanding of the experiences of senior high school students in with the
impact of social pressure.
Scope and delimitations
Primarily, the study aims to assess senior high school students to
explore their experiences with the impact of social pressure. The senior high
school students that were include in this study are the senior high students
from Manuel S. Nasser SR National High School.
Definition of terms
The following terms are defined operationally in the context of these
study.
Senior high school - refers to grades 11 and 12, the last two years of
the K to 12 Basic Education Program.
Academic performance – refers to the measurements of the learning
level achieved by students and is considered a key indicator of the
effectiveness of educational institutions.
Social pressure – the combined pressures that are around you during
everyday life such as Peer Pressure, Academic Pressure and Socioeconomic
Pressure.
Impact- the action of an object coming forcibly into contact with one
another; a marked effect or influence.
Chapter 2
REVIEW RELATED LITERATURE AND THEORITICAL FRAMEWORK
This chapter presents the literature related to the study, and theory base regarding
the subject under investigation.
Related Literature and Studies
In any educational system, senior high school pupils' strong academic
performance is of utmost importance. While many elements have been studied and
found to influence students' academic success, many issues still exist. A review of
the literature in this field will help to close the gaps and identify areas requiring
additional study, which will significantly improve the situation. The literature on senior
high school students' academic performance and the several elements influencing
their performance was reviewed for this paper using the narrative review approach.
The study clarified how these elements have a detrimental impact on academic
performance and the necessity of reducing them in order to raise students' academic
standing. The results of the study showed that truancy has a significant and
occasionally (Evans Austin Brew, Benjamin Nketiah, Richard Korentang 2021).
As a student we are often told that achieving good grades, attending
prestigious schools or universities, and pursuing successful careers are essential for
good future (Segran, 2019). However, while these expectations may serve as a
source of motivation for some students, they can also create significant pressure and
stress for others.
The pressure to achieve academic performance can come from various
sources, including peers, family, and society. For some students, the expectations
set by their parents or teachers can create an enormous burden, leading to feelings
of inadequacy and anxiety. In some cultures, the pressure to excel academically can
be particularly high success seen as a reflection of the family honor reputations.
Social pressure
Social pressure is a complex and multifaceted phenomenon that can have
a significant impact on individuals. According to Cilleti, M. Ed, & LPC (2023), social
pressure can take many differences forms, including the implicit demands that ojur
culture society places on us. These implicit demands can be based on various
factors such as gender, race, religion, or social status. For instance, indivuduals may
feel pressure to conform to certain gender roles or expectations based on societal
norms.
In addition to implicit demands, groups pressure can also be a powerful
force in shaping individual behavior. As Dobrin (2014) noted, group pressure is
highly effective in producing social conformity. When individuals are part of a group,
they may feel pressure to conform to the groups norms and expectations, even if
those norms and expectations are not consistent with their own beliefs or values.
Social pressure can also be implicit, with students feeling the need to
conform to the expectations of their peers or cultural and societal norms. For
example, students may feel pressured to adopt certain values or attitudes, such as
the importance for popularity or the need to fit in with a particular group. This
pressure can lead to feelings of isolations and disconnections from others who may
not shared the same values or beliefs.
Peer pressure
Students relationship with their peers may help them become more
capable and do better academically since they are more likely to ask for help from
others when they are working alone (Sotinis, Micro, & Michael 2013).
Peer pressure serves as a “ social magnet to attract students to progress
together” (Zhao, 2021). It highlights implications for educators and practitioners on
how to create successful learning environments and promote the dissemination of
knowledge and technology. His research emphasizes the beneficial effects of peer
pressure on academic performance. According to the research, peer pressure might
encourage students to advance as a group and achieve success. This demonstrates
the value of peer interactions in the classroom and how social factors can influence
how students behave.
According to Burstzyn & Jensen's (2015) research, students may attempt to avoid
social consequences by adhering to established norms when effort is visible to
peers. When a performance leaderboard was implemented in computer-based high
school courses, performance fell by 24%, and top students—who were most likely to
be listed on the leaderboard—saw a 40% drop in performance. The study also
discovered that when given free access to an online SAT prep course, students were
quite receptive to their peers' actions.
In non-honors classes, the sign-up rate was 11 percentage points lower when the
decision was made public as opposed to secret. Sign-up rates for honors classes
remained untouched. The answer varied depending on which classmates the
children were with when the offer was made and who would learn of their decision.
Students' likelihood to enroll in the course in a non-honors class decreased by 15% if
the decision was made public. However, students were 8 percentage points more
likely to enroll if the decision was made public when the course was offered as part
of an honors program. These results imply that peer influence has a major influence
on student behavior and that students are extremely receptive to their peers.
The enrollment rate in non-honors classes fell by 11 percentage points after
the decision was made public as opposed to secret. Honors course enrollment rates
stayed the same. Depending on which classmates the kids were with when the offer
was presented and who would be informed of their choice, the response changed. If
the decision was made public, students' propensity to enroll in a non-honors class
reduced by 15%. However, when the course was offered as a part of an honors
program, students were 8 percentage points more likely to enroll if the decision was
made public. These findings suggest that peer influence has a significant impact on
students' behavior and that they are quite receptive to it.
According to Burstzyn & Jensen's (2015) research, students may attempt to
avoid social consequences by adhering to established norms when effort is visible to
peers. When a performance leaderboard was implemented in computer-based high
school courses, performance fell by 24%, and top students—who were most likely to
be listed on the leaderboard—saw a 40% drop in performance. The study also
discovered that when given free access to an online SAT prep course, students were
quite receptive to their peers' actions.
Other effects of Social Pressure
According to Allen (2017), Social pressure can have a detrimental impact on
academic achievement and motivation. According to the study, students who felt a
lot of pressure to perform well academically from friends and family members were
more likely to experience academic stress and burnout, which in turn affected their
academic performance. According to the authors, lowering social pressure and
fostering more encouraging learning settings could increase students' motivation and
success. It is also significant to highlight that academic motivation and success were
favorably correlated with social support and encouragement from instructors,
parents, and peers.
Levecque's (2017) study illuminates the negative impacts of academic
pressure on students' mental health. The study found that academic pressure, which
includes the strain of reaching standards, expectations, and academic obligations,
can have a serious negative influence on students' mental health. The study
discovered that the effects of academic pressure, which include anxiety, despair, and
burnout, can persist a long time and negatively affect a student's wellbeing.
The study also found that under intense academic pressure, students are
more prone to utilize harmful coping strategies, like substance misuse and social
disengagement. The authors contend that these unhealthy coping strategies can
make the detrimental consequences of academic pressure on students' mental
health even worse.
The study by Kaur (2018) provides more evidence that academic stress might
result from pressure on one's grades. According to the study, factors that contribute
to academic stress include the desire for perfection, parental pressure, and
demanding course loads. According to the research, academic stress is becoming
more common among teenagers and young people, which can cause anxiety
attacks, panic attacks, burnout, and depression.
Another study by Sangma et al. (2018) looked into how kids felt about the
pressure from their parents and teachers to achieve well in school. 954 students
were surveyed for the study, and the results showed some worrying trends
According to the survey, a sizable percentage of students suffered adverse
consequences as a result of academic pressure. 39% of the students who
responded to the study said they were sleep deprived, and 22.7% of the students
said they felt pressure-related depression. According to the study, male students
were found to be more likely than female students to feel under pressure, with 60.3%
of male students reporting this vs 51.2% of female students.
The survey did, however, also show that a sizable portion of pupils handled
academic pressure well. About 44.4% of the kids in the poll reported that they
handled pressure well by following their parents' and instructors' instructions and
partaking in leisure pursuits like yoga, meditation, and music.
According to the study, 57% of students who felt under pressure believed that
their academic performance was subpar, as opposed to 50.7% of students who felt
that their performance was adequate. This implies that stress related to schoolwork
may have a negative effect on pupils' academic performance.
To summarize, students who live up to certain expectations may find social
pressure to be a motivator or a burden. Peer pressure, academic pressure, and
parental pressure are just a few of the many facets and causes that contribute to
social pressure, each of which has a different effect on how kids perform
academically. According to the studies described above, social pressure has an
impact on students' overall academic performance and mental health in both positive
and negative ways. However, as evidenced by the relevant research, the quantity of
adverse effects overlaps with the good ones. Students' experiences with social
pressure are a vast topic for research.
Theory Base
The study is based on a the Social Influence Theory proposed by Kelman in
1958. In his theory, it discusses how people are more likely to perform what they
perceive to be the norm. It asserts that people tend to adjust their behavior in
response to those around them, with those nearby having a bigger influence than
those further away (Williams & Turner, 2022). In Kelman's Theory, there are 3
different types of Social influence in psychology; internalisation, identification, and
compiliance.
The lowest level of social influence is compliance. This is when a person does
exactly what is asked of them. Typically, an individual will conform to what is asked
of them while holding opposing opinions in private. In our study about experiences of
academic performance in dealing with social pressure, compliance can be identified
when students are asked to reach or maintain an academic standard set for them.
Second is Identification, a medium level of social influence theory in which an
individual identifies with a group or individuals inside a group because they value
and want to be a part of it. In a school setting, identification can be in a form of peer
pressure. The need to fit in a competetive environment may consciously or
unconsciously put pressure on a student to reach the peer's standards in academics.
Lastly, the most profound and deep form of compliance is Internalisation.
In this case, the individual has entirely adopted the group's expectations, both in priv
ateand in public. Even in the absence of the group, this shift continues indefinitely.
Internalisation, in essence, results in new behavior. In terms of thought and behavior,
the individual is now thoroughly integrated into the group. In our study, this can
social pressure rooted from the expectations of the society and continuously living up
to these expectations whether the group is near or far from them.
Social influence theory suggests that students may experience social
pressure in academics from a variety of sources, including peers who are high
achievers, parents who have high expectations, or teachers who set rigorous
standards. This social pressure may influence students' attitudes and behaviors
related to academics, such as their motivation to learn, their study habits, and their
academic achievement. It explores the mechanisms by which social pressure in
academics operates, such as through social comparison processes or the
internalization of social norms. It also investigates how different sources of social
influence (e.g. peers vs. parents) have different effects on students' academic
attitudes and behaviors. Also, this theory might explore how students cope with
social pressure in academics, such as through social support seeking or the
development of coping strategies. Overall, social influence theory provides a
valuable framework for understanding the complex ways in which social pressure
can impact students' academic experiences and outcomes.
