Eto Talaga Yon

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL
City of Cabuyao, Laguna
PEER PRESSURE AND ITS IMPACT TO PERSONALITY

DEVELOPMENT OF GRADE 11 AND 12
TOURISM STUDENTS
A Researcher Paper
Presented to the Faculty of the Senior High School
Cabuyao Integrated National High School
Cabuyao City, Laguna
In Partial Fullfilment of the Requirements for the Track

Technical-Vocational-Livelihood Track or Academic Track
CAPACETE, PAUL ADAM C.

LORESTO, JOHN GIL V.
BARIRING, MARY RAMCELLE ASHLEY A.
March 2019
CERTIFICATION OF APPROVAL
This research paper entitled “PEER PRESSURE AND ITS IMPACT TO

PERSONALITY DEVELOPMENT OF GRADE 11 AND GRADE 12 TOURISM
STUDENT OF CABUYO INTEGRATED NATIONAL HIGH SCHOOL” prepared and
submitted by Paul Adam C. Capacete, John Gil Loresto and Mary Ramcelle
Ashley A. Bariring in partial fulfillment of the requirements for the Technical
Vocational Livelihood has been examined and recommended for Oral Examination.
Ms. Gladis Basco

Adviser
__________________________________________________________________
APPROVAL
Approved by the PANEL OF EXAMINERS on Oral Examination on September 2018.
Chair
NAME OF PANELIST NAME OF PANELIST

Member Member
Accepted in partial fulfillment of the requirements for the Technical-

Vocational-Livelihood Track or Academic Track.
NONILON A. MADERAZO, Ed.D.

Subject Teacher
ACKNOWLEDGEMENT
With boundless love and appreciation, the researchers would like to extend
their heartfelt gratitude and appreciation to the people who helped them bring this
study into reality. The researchers would like to extend their profound gratitude to the
following:
The Almighty God, who is the source of life and strength of knowledge and wisdom.
Dr. Nonilon A. Maderazo, as the researchers’ teacher adviser for his expertise,
consistent guidance, and ample time spent and consistent advises that helped the
researchers bring this study into success.
Mrs. Gladis Basco, as the research statisatician who unselfishly dedicated her
precious time and greatest effort for the statistical treatment.
Mrs. Maribeth G. Herrero, as the officer-in-charge for her approval to conduct the
researchers survey questionnaire to be distributed and to gather the data in the
school.
To the selected Senior High School Students of Cabuyao Integrated National
High School who acted as the respondents, of this study for their hospitality shown
and time spent during the conduct of the survey questionaires.

To the researchers’ beloved parents and guardians, for their untiring love and
support. Also, to the researchers’ relatives, friends, and others who in one way or
another shared their support, either morally, financially and physically in making this
research study a successful one.

CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis, Peer Pressure
and its Impact to Personal Development of Grade 11 and Grade 12 Tourism
Students of Cabuyao Integrated National High School, this research work serves
as a requirement for the Technical-Vocational-Livelihood Track BPP. This thesis does
not contain words or ideas taken from published sources or written works, except
where proper referencing and acknowledgement were made.
PAUL ADAM C. CAPACETE
JOHN GIL V. LORESTO
MARY RAMCELLE ASHLEY A. BARIRING
Researchers
March 2019
DEDICATION
This study would not be possible without the help of people who served as the
researcher’s inspirations. As a token of gratitude, the researchers whole heartedly
dedicate this study to all of them.
The researcher would like to thank the God who gave them inspiration,
strength, patience, and knowledge during the difficulties they had faced on their study.
To their beloved family, Capacete Family, Loresto Family and Bariring Family, for
their never- ending love and support given to them. They also want to thank their
friends who supported and encouraged them despite of experiencing the same
problems.
ABSTRACT
Title: Peer Pressure and it’s Impact to Personal Development of
Grade 11 and Grade 12 Tourism in Cabuyao National High
School
Researchers: Capacete, Paul Adam C.
Loresto, John Gil
Bariring, Mary Ramcelle Ashley
Track: Technical Vocational Livelihood
Institution: Cabuyao Integrated Natonal High School
Year: 2018-2019
Subject: Inquiries
Adviser: Mrs. Gladis Basco

The Problem
The main objective of the study is to determine the perception of selected
Grade 11 and 12 SHS students in TVL (Tourism) regarding Peer Pressure and its
Impact to Personality Development. The researchers want to know if the friends or
peers of selected Grade 11 and Grade 12 Tourism students affect their personality.
Research Methodology
The study utilized the descriptive method. The respondents of the study are the
selected forty-eight (48) Grade 11 and 12 Tourism Students of Cabuyao Integrated
National High School. The instrument used in gathering data was through interview
guide which used paper containing the list of questions. Its purpose is to observe.
Also, the researchers utilized quantitative type of research to quantify data and
generalize results from a sample to the population of interest and measure the
incidence of various views and opinions and chosen sample.

Findings
Based on the data presented and interpreted in Chapter IV, the Researchers
come up with the summary of findings. The Grade 11 and 12 Tourism Students based
on the last table stated that is "It can influence decisions about sex and the highest
of the rank received is the "academic performance" Which have results that both grade
levels are much influenced by peer pressure when it comes to academic performance
and less influenced when it comes to decisions about sex.
Conclusion
Based on the findings, these conclusions were drawn. The Grade 11 student’s
response in the “Physical appearance” is disagree while in “self confidence” the
respondents agreed and Grade 12 Students’ response in the “Physical appearance”
is agree while in self confidence they responded strongly agree.
Recomendation
Based on the conclusion, the following are recommended. The Grade 11 and
Grade 12 Tourism Students must do or agree to the following questions on the
checklist especially that they are tourism students, the tourism students must be
presentable as they look and wear.

TABLE OF CONTENTS
TITLE PAGE Page

CERTIFICATE OF APPROVAL SHEET
CERTIFICATE OF ORIGINALITY
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND
Introduction
Background of the Study
Theoretical Framework
Conceptual Framework
Statement of the Problem
Scope and Limitation
Significance of the Study
Definition of Terms
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
Local Literature
Foreign Studies
Local Studies
Synthesis and Relevance of the Reviewed Literature and Studies
CHAPTER 3 RESEARCH METHODOLOGY
Method of Research
Population, Sample Size, and Sampling Techniques
Description of Respondents
Research Instrument
Data-gathering Procedure
Statistical Treatment of Data
CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
Conclusions
Recommendations
REFERENCES
APPENDICES
Appendix 1 Letter of Request for Permission to Conduct Survey

Appendix 2 Research Instrument
Appendix 3 Certificate of Statistical Treatment
Appendix 4 Curriculum Vitae

Appendix 5 Certification of Editing
LIST OF TABLES
Table1. Grade level
Table2. Physical Appearance Grade 11
Table3. Physical Apperance Grade 12
Table4. Self Confidence Grade 11
Table5. Self Confidence Grade 12
Table6. Questions Grade 11
Table7. Questions Grade 12

Chapter 1
THE PROBLEM AND ITS BACKGROUND
The idea that personality can have a moderating effect on the influence of
deviant peers during adolescence relies heavily on the perceptions of human
behavior by other people. The adaptation of perceptions of rulings in both fields of
what actions are right, wrong, abnormal or normal influence how people think, feel,
think feel, and act. Human behavior is difficult.
In this day and age, the goal is to be proactive rather than reactive when it
comes to behavior control and crime control. With the changes in society and the
advances in technology, changes in human behavior are bound to follow.
This study indicates how Peer Pressure affects the personality development
of the Grade 11 and Grade 12 Tourism students of Cabuyao Integrated National
High School, the researchers had interest on this study and chose the Tourism
students, to study and to help them in their track, Based on the observation of the
researchers, the Tourism students have a big difference when it comes to their
behavior, the researchers come up with this study to overcome those, Personal
development is important especially to the Tourism students, their behavior and

attitude reflects to their image. In their specialized track, they will encounter a lot of
different people around the world.
Background of the Study
Psychology also has to do with the explanation of human behavior and the
interpretation of actions as normal or abnormal. The adoption of perceptions of
rulings in both fields of what actions are right, wrong, abnormal or normal influence
how people think, feel, and act. Human behavior is difficult, if not near impossible,
to predict. If science could answer all the questions about why people choose to
act in certain ways, then many social science researchers will be jobless. With that
being said, it is crucial to explore all alleys that are present within these fields.
Currently, with the changes in society and the advancement of technology, changes
in human behavior are bound to follow. Theories such as Social Learning Theory
focus solely on how children learn from those that they interact with on a regular
basis (Akers, 2014). However, not much is to be said about the potential moderating
effects that possession of specific personality traits can have on participation in
deviant activities. Additionally, there is a lack of research on this subject during the
transitional period from childhood to adolescence. Everyone can agree that children
seemed to be imitating the behaviors of adults at a much earlier age in the current
era than in the time of the Baby Boomers. Social media is booming with photos of
thirteen-year-old girls in midriff shirts and blogs rant about young boys being
exposed to violent video games at an earlier age. With these changes in social
norms, come behavioral changes. Groups of teens and young adults have always
been subjected to peer pressures, but is the pressure occurring earlier due to the
shift in age of exposure to sex, drugs, and alcohol? News stories are constantly
airing about being involved in drug busts or underage drinking, and one can only
wonder, is there some way to prevent these changes in behavior or predict that
these children are going to behave in this way? In response to these cultural
changes, the current study takes a problem that has been around for decades, peer
pressure and peer deviance, and attempts to determine if differences in personality
in adolescents can mediate the effect of peer deviance during the transitional period
from childhood to adolescence.

Theoretrical Framework
This theory was propounded by Albert Bandura in 1977. He was born on 4th
of December 1925 in the small town of Mundare in Northern Alberta, Canada. The
theory is based on the major premise that behavior is learned and can be unlearned.
Behaviour is in general, a function of one’s personality and the environment. Man is
born with some innate potentials which the environment conditions. Similarly, one
can influence his or her environment using the personality qualities. Consequently,
as one interacts in the environment, the adolescents consciously or unconsciously
observe, imitates, and displays behavior of models. Hence, Bandura posits that there
is an interrelationship among man’s personality, the behaviour and environmental
factors.
Imitation and modelling of influential persons or models also depend on
reinforcement. This reinforcement can either be direct or vicarious in direct
reinforcement, the person imitating the model receives reinforcement directly. When
a child, for instance is praised for exhibiting a behaviour, he was receiving direct
reinforcement. In vicarious reinforcement, the person imitating the model does not
get reinforced directly. It is rather the model that is reinforced. When one watches a
model being reinforced, he is also reinforced indirectly. This is vicarious

reinforcement. The motivation to identify with a model stems from the fact that this
model possesses a quality which the individual would like to possess. Identification
with a model involves the individual taking on observed behaviours, values, beliefs
and attitudes of the person with whom he is identifying. Relating it to the present
study, adolescents can model their behaviour after their peers who have positive
attitudes and behaviour towards education; in order to enhance their academic
performance.
This theory applied to the adolescent, could be an explanation for the
seeming relationship that may exist among peer pressure, time management and
academic performance. The implication is that, for any adolescent who is influenced
by positive peer pressure, who utilizes his/her time judiciously there is a tendency for
the person to do better in his/her academics than the adolescent who do otherwise.
This theory is therefore relevant to this study in the sense that, it will help students
to acquire the capacity of solving his own problem. It will also help students to learn
the characteristics and behaviour that make up their personality through observation
and imitation.
Conceptual Framework
Input Process Output
Personality *Preperation of Peer Pressure

Development in survey questions and its Impact to
terms of: *Validations of the Personality
survey Development of
2.1 Physical questionares Grade 11 and 12
Appearance *Data gathering Students.
procedure
2.2 Self through survey
Confidence questions
Feedback Chapter 2
Figure 1: The Research Paradigm

Statement of problem
This study determines the peer pressure and its impact to personality
development of Grade 11 and 12 Tourism students in Cabuyao Integrated National
High School
The following question will serve as guide to the understanding of what the research
is all about:
1. What is the demographic profile of the respondents?
2. How does peer pressure affects the personality development of grade 11 and 12
tourism students in terms of.
2.1 physical appearance
2.2 self confidence; and
3. What are the problems encountered by Grade 11 and 12 Tourism students on
the impact of Peer Pressure to their personality development in terms of the
aforecited variables?
Scope and Limitation
This study focused on the effects of Peer Pressure on the Personality
Development of Senior High School students in Cabuyao Integrated National High
School.
This study limits to the perception of the students, particularly Grade 11 and
Grade 12 Senior High School Students (S.Y. 2018-2019). The researchers did not
use the Simple Sampling Technique and chose the overall number of students
under the TVL- Tourism in Cabuyao Integrated National Highschool, there are only
forty-eight (48) Senior High School Students under the TVL- Tourism in Cabuyao
Integrated National High School.
GRADE 11 GRADE 12 TOTAL
16 32 48
Table 1.
Significance of the study
The generalization of this study would be a great contribution to cast
knowledge in relation to students. Vital result of this study could be highly significant
and beneficial especially to the following;
School – The study will help the school to have a good product of students and will
become a good model of their students
Students – To give enough knowledge on how peer pressure affects their
personality development and to give awareness and give knowledge on how to
control it.
Teachers – This study will also help the teachers in guiding their students when it
comes to behavior in their personality development. It may also have a good impact
to them because it lessens the possibilities for being stressed.
Parents – To give them awareness about their child’s perception in choosing their
friends.
Future Researchers – This study will provide information and would serve as a
basis for the researchers. It will also help other researchers to gather data for their
research. In addition, this study will aid other researchers to have additional
evidence and insights for the topic about determinants of peer pressure and its
impact to personality development.

Definition of Terms
To Facilitate better understanding, the Following terms are defined
conceptually and operationally:
Action.The action genre usually possesses lots of battle scenes, fluid animation, and
highly engaging elements.
Anxiety.is an emotion characterized by an unpleasant state of inner turmoil, often
accompanied by nervous behavior such as pacing back and forth, somatic complaints,
and rumination.
Behavior.The response of an individual and group to each environment.
Composition. It is a personal narrative, a short work of fiction or prose, an essay, a
dramatic work or a poem.
Data Gathering.Is the process of gathering and measuring information on targeted
variables in an established systematic fashion, which then enables one to answer
relevant questions and evaluate outcome.
Difficulties.It refers to hard understanding about something like writing and creating
new things in many aspects.
Researchers. It is a person who gathers and searches information and important
details regarding a topic.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This Chapter presents related literature and studies that are significant in the
study. The Researchers have collected inputs from various sources, foreign and local,
to further understand the variables related to the study.
Related Literature
Pressure means giving force to any activities. Peer pressure means influence
of friends on each other and inducing changes in the mental and emotional behavior
by the people belonging to the same group with similar interests, age, background
and social status (Weinfied 2016). Peer pressure is normally linked with adolescent’s
risk-taking behavior such as crime, drug abuse, and sexual behaviours. These
behaviours are associated with peer influence. The positive result can also be seen
because of peer pressure, for example an increase in the achievement, voluntary
charity, public work etc. (Kellie 2017). But contrarily, the maximum result is for
negative behaviour. Normally, the student skips classes, steals, cheats, and takes
drugs or alcohol as a cause of peer pressure. Influences of peer may be in all ages
and places, such as in work place, in school, or in society. Peer pressure tends to
influence the group to loiter in the street, watch films, bunk classes, tease others, steal,
spoil public properties. (Arief, 2017).

The only paper to explicitly consider the association between peer personality
and educational outcomes is by Shure (2017), who investigated the relationship
between peer personality and grades in secondary school. In order to identify peer
effects, she exploits idiosyncratic variation in peer personality in a school fixed effects
framework. Consistent with our results, Shure (2017) documents a positive
relationship between peer conscientiousness and student performance. Moreover,
she finds a negative association between performance and peer extraversion. The
key difference between our study and Shure’s (2017) lies in the empirical strategy:
while Shure (2017) relies on school fixed effects, we exploit the random assignment
of students into teaching sections. The benefit of our approach is that it alleviates
concerns related to non-random student sorting into peer groups.
According to Hartney (2011) peer pressure refers to the influences that peers
can have on each other. Peer pressure is emotional or mental forces from people
belonging to the same social group (such as age, grade or status) to act orbehave in
a manner like themselves (Weinfied 2010).
Jones (2010), defined peer pressure as the ability of people from the same
social rank or age to influence another of same age bracket. Peer pressure is usually
associated with teens although its influence is not confined to teenagers alone.
Mature adults, teens, young adults and children can be seen doing things in order to
be accepted by their peers. Peer pressure is commonly associated with episodes of

adolescent risk taking (such as delinquency, drug abuse, sexual behaviours),
because these behaviour commonly occur in the company of peers. It can also have
positive effects when youth are pressured by their peer toward positive behaviour.
Such as volunteering for charity or excelling in academics (Kellie, 2013).
However, peers can also have a negative influence. They can encourage each
other to skip classes, steal, cheat, use drugs or alcohol, or become involve in other
risky behaviours. Majority of adolescents with substance abuse problems began using
drug or alcohol as a result of peer pressure. Negative peer pressure may influence in
various ways like joining group who drink alcohol, smoke cigarette and Indian hemp
among others. It may also lead to the decision to have a boy friend/girl friend. Peer
pressure indulges youth into loitering in the streets, watching films and attending
parties during school hours, taping as alternative to stealing which may eventually
graduate into armed robbery. (Arief, 2011).
Peer pressure may be present in the workplace, at school or within the society,
it can affect people of all ages. It may affect people in different ways, but the focus is
on peer pressure as it influences academic performance in school of adolescents.
Peer pressure may have a positive influence and help to challenge or motivate one to
do best. Peer pressure may also result in one doing thing that may not fit with one’s
sense of what is right or wrong. In other words, when peer pressure makes one do
things that people frown at, it is a negative peer pressure. Operationally, peer pressure
is a force exerted by people that influenced ideas, values and behaviour either
positively or negatively and always associated with adolescents. Study shown that
many popular students who do not manage their time well make lower grades than
less socially accepted adolescent (Hartney, 2013). This is possibly because popular
students may spend more time worrying about their social life rather than studying.
Time management has to do with planning and scheduling activities, organizing
tasks in a prioritized order and allocating time to the tasks according to their order of
importance, and helping one achieve desired objectives (Achunine, 2010). Time
management is the ability to manage and control time. (Lakein, 2013). The use of
planners, calendars and the like are effective tools in managing time. Time
management is the art of arranging organizing, scheduling and budgeting one’s time
for the purpose of generating more effective work and productivity. (Lakein, 2013).
Time management is important for everyone, while time management books and
seminars often focus on business leaders and corporations, time management is also
crucial for students, teachers, professionals, and home makers. Time management is
mostly about self-management. One may be right to say that time management is the
ability of an individual or group of individuals to make proper use of their time in order
to achieve set goals.

Time management is explained as behaviour that is believed to aid production
and alleviate stress, and productivity (Misra, 2009). Implementing time management
strategies helps to organize aspects of one’s life, therefore allowing one’s time to
complete all the tasks necessary to reduce one’s stress level. In completing the task
on schedule, a student will also enhance his academic performance. It can be
deduced from Misra (2009) view, that an in-school adolescent who spends his time
on irrelevant things instead of concentrating on studies may end up having poor
academic performance. The issue of students loitering about, holding parties at the
expense of their studies, tends to suggest that students in Abia State do not manage
their time well. Hence, academic performance might be affected.
Adolescent period is a time when many young people take the opportunity to
assess themselves as well as begin the process of seeking out their own personal
identities. Part of this process includes questioning previously accepted beliefs and
guidance given in childhood and maintaining a distance from adult influences. Young
ones during this period often rely on their peer group for support, approval, and
behavior models (Aribiyi, 2012). Empirical sources indicated that adolescent’s
involvement in unguarded and discriminated negative peer pressure is on the increase
(Okonofua & Kanfua, 2006; Osarenren, 2010).

Adolescents’ use of time is an issue importance to youth, families and society
because the amount of time spent in various activities has been linked to the
development of adolescent problem behaviours. Occupying time in constructive ways
by participating in co-curricular activities like doing homework, for example, is often
viewed by parents and community leaders as well a means of preventing negative
peer pressure such as substance abuse, delinquency and sexual activity.
Adolescents’ time used in school and peer experiences may also have profound
influences on the development of problem behavior. Some literature shows high level
of family support and cohesion are associated with lower levels of adolescent
substance use, delinquency and other negative outcomes (Barnes and Farrell (2013).
On the order hand, large exclusive amount of time spent in unsupervised peer context
may reinforce or exacerbate adolescent substance use and delinquency. Thus, large
amount of unsupervised time spent with peers at parties, “hanging out” at malls, dating
and talking on the phone may contribute to a variety of negative peer pressure in
adolescents (Osgood and Anderson, 2008).
Gender may have positive and negative influence on in-school adolescents.
The World Health Organization defines gender as the socially constructed roles,
behaviour, activities and attributes that a society considers for men and women. To
Woolfolk (2014), gender usually refers to traits and behaviours that a culture judges
to be appropriate for men and women. Cross and Madson (2012) stated that although
most of the researcher shows that parent attachment is stronger in female, female
may also be more likely than boys to draw support from other sources, such as peers,
because female may be more active in the pursuit of relatedness in the context of their
peer relations. Hay and Ashman (2009) concluded that females were more influenced
by peer relations than males.
The effects of negative peer pressure on an adolescent can be lifelong.
When an adolescent is trying to fit in, there is no limit to what they may do. Sometimes,
the effects of peer pressure can be as simple as dressing a certain way. However,
there are serious problems that can occur with negative peer pressure. It may push
a person to become depressed, insecure, or feel lost. If a person is pressured into
using drugs, smoking, or drinking, they may become addicted. Yavuzer, et.al (2014)
found out that the most significant contributor to predicting adolescents’ aggression
was peer pressure. They also found out that male adolescents tended to have higher
aggression scores than their female counterparts. Their desire to belong to a group
and find acceptance among their peers is enough for them to act aggressively if they
feel pressured to behave a certain way.
As serious as peer pressure can be, positive peer pressure can have the
opposite effect. If a teenager sees all his/her friends joining a volunteering or getting
good grades, it might lead the person to think that these things are important
(Scholastic, 2008). Positive peer pressure can lead to a person wanting to try new
things and striving hard to fit in among their friends in a positive way. This can affect
an adolescent in a positive way by giving them higher self-esteem. It can also have a
positive impact on their academic grades.
According to Ryan (2013) an important component of interpersonal attraction
and selection of friends individually. Brown, et.al (1993), also suggested that
adolescents peer group members select each other based on similar characteristics
just as adults do. Its iunusal for young person to select a friend who uses cigarettes
or alcohol, research shown that peer influence which is relatively small was mediated
by family factors, such as parental monitoring (Fischhoff, et.al, 1999).
The researchers found out that the peer behaviours can affect the
adolescents more than parental behaviours, whereas parental norms are more
likely affected to adolescents than peer norms. Parents have longer time to
influence adolescents and retain a responsibility to represent the standards of the
adult world.
Chapter 3
Research Methodology
This chapter discussed the method of Research used, the respondents of the
study, the instrument utilized in the investigation, the data gathering procedure
adopted, and the statistical treatment applied to the data of the study
Method of Research
In this study, the researchers used the descriptive method. This type of
research design describes what exist to uncover new facts and meanings. Its
purpose is to observe and describe. Also, the researcher utilized quantitative type of
research to quantify data and generalize results from a sample to the population of
interest and measure the incidence of various views and opinions and chosen
sample.
Population, Sample and Sampling Technique
The samples known as the respondents are the Grade 11 and Grade 12
Senior High School Students of Cabuyao Integrated National High School. The total
numbers of respondents were forty-eight (48) from Grade 11 and Grade 12. The
researchers did not use the Simple Sampling Technique because the required
respondents of the researchers are only the Senior High School Students under the
track of TVL- Tourism, Since, the population is relatively small, the researchers used
the total population of the Senior High School Students under the track of TVL-
Tourism for the researchers to gather the needed data.
Grade 11 Grade 12 total
16 32 48
Description of respondents
The researcher employed the simple sample under the unbiased sampling
technique to get sample size in Grade 11 and Grade 12 Senior High Students. The
respondents are composed of 48 Senior High School students of Cabuyao
Integrated National High School.

Research Instrument
In this research, survey questionnaires were used as the research instrument. A
survey questionnaire is an instrument that is a comprised of a set of questions to be
asked to the repondents of the study.
The researcher presented a survey questionnaire as their research instrument
consisting of series of questions and other prompts for the purpose of gathering
information from the respondents. The questionnaires will be presented in a form of
a checklist wherein the respondents were asked about the Impact of Peer Pressure
to the Personality Development of Grade 11 and 12 Tourism Students. Also, this
checklist questionnaire will answer the researchers’ statement of the problem.
Data Gathering Procedures
For the purpose of this research, survey quertionnaires were used. The researchers
prepared a permission letter that will be submitted to the Officer in Chief, Maribeth
G. Herrero to get an approval for the distribution of survey questionnaires to be
conducted to the Senior High School students of Cabuyao Integrated National High
School. The researchers also prepared a validator letter for their survey
questionnaires to be approved by their validator. After the questionnaires were
accomplished and approved, the results will be tallied and tabulated. The gathered
data will become the bases of analysis and interpretation of researchers’ study.
Statistical Treatment of data
In this study, descriptive research designs were used. Descriptive research is
a scientific method which involves observing and describing the behavior of a subject
whithout influencing it in any way.
According to Young (1991), “descriptive method of research is a fact-finding
study with adequate and accurate interpretation of the findings. It describes with
emphasis what actually exist such as current conditions, practices, situations, or any
phenomena.”
The researchers chose the descriptive design to specifically describe the
tallied and tabulated data to follow their research methodology which is a qualitative
research to easily understand the gathered data. Also, it will serve as a guide to the
researchers’ conclusions, findings and recommendations.

This study used the following tools in analyzing and interpreting the gathered
data.
1. Frequency Distribution
It is a table that displays the frequency of various outcomes in a
sample. Each entry in the table contains the frequency or count of the
occurences of values with a particular group or interval. In this way, the table
summarizes the distribution of values in the sample, the frequency of the
respondents’ grade level and track/strand.
2. Percentage
It is the process of expressing a part of a whole in hundreds. It was
used in the study to show the percentage of the respondent’s demographic
profile in terms of physical appearance, self confidence and problems of peer
pressure encountered by the respondents. This was achieved by using the
formula below.
P = f = 100%
N
Where:
P = is the percentage
f = is the frequency
N = is the number of respondents
3. Mean
Is the average that was used to derive the central tendency of the data in a
question. It is determined by adding all the data in a population and the dividing
the total by the number of points. Mean was used in this study to determine the
difficulties experienced in composition in terms of physical appearance, self
confidence and problems of peer pressure encountered by the respondents.
This was achieved by using the formula below:
µ = ∈ 𝑓𝑥
Where:
µ= weighted mean
𝜖= summation
f = frequency response
x = weight mean
N = total no. of cases

T-test is often called Student’s T test in the name founder “Student”. T test is used
to compare two different set of values. It is generally performed on a small set of
data. T test is generally applied to normal distribution which has a small set of values.
This test compares the mean of two samples. T test uses means and standard
deviation of two samples to make a comparison. The formula for T test is given
below.
Where:
𝑥1 = Mean of first set of vaues
𝑥 2 = Mean of second set of values
𝑆1= Standard deviation of first set of values
𝑆2 = Standard deviation of second set of values
𝑛1 = Total number of values in first set
𝑛2 = Total number of values in second set

The formula for standard deviation is given below
Where
X = Values given
x = Mean
n = Total number of values

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discussed the presentation and analysis of data related on the
research problem of the study. The researchers interpreted the data depending on
the result of the assessment of the respondents’ difficulties in terms of physical
appearance, self confidence and problems in peer pressure encountered by the
students of Cabuyao Integrated National High School.
This study was geared towards achieving these specific aims; (a)
demographic profile of the respondents in terms of grade level and track/strand (b)
the assessment through survey on the impact of peer pressure to the personality
development of Grade 11 and Grade 12 Tourism students in terms of physical
appearance, self confidence and problems of peer pressure encountered by the
respondents, (c) the significant difference between the Grade 11 and Grade 12
students in impact to personality development of peer pressure.
a. Demographic profile of the respondents in terms of grade level and
track/strand
b. The assessment through survey on the impact of peer pressure to the
personality development of Grade 11 and Grade 12 Tourism students in
terms of physical appearance, self confidence and problems of peer
pressure encountered by the respondents
c. the significant difference between the Grade 11 and Grade 12 students in
impact to personality development of peer pressure.
Grade level Frequency Percentage

Grade 11 16 33.33
Grade 12 32 66.67
Total 48 100
Table 1.1 Shows the Population, Sample Size and Sampling Techniques used
in the study. There are total of 48 respondents in TOURISM of Senior High
Department of Cabuyao Integrated National High School Selected 16 respondents are
from Grade 11 with a percentage of 33.33 and 32 respondents are Grade 12 with a
percentage of 66.67. The respondents are student of Grade 11 Vega and Grade 12
Orion.
Physical appearance Mean Descriptive Value

1. I use make up or other beauty products. 2.44 Disagree
2. I wear the same clothes with my friends just for fun. 2.16 Disagree
3. I see to it, that I'm always presentable on the way I dress 2.42 Disagree
4. I wear other clothes and accessories for fashion e.g. Jacket,
Sunglasses, Cap, Earring/s etc. 2.56 Agree
5. I style my hair that suits to me. 2.7 Disagree
TOTAL 2.46 Disagree

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)
Table 2.1 Shows the Frequency and Percentage in Terms of Physical
Appearance of Grade 11 Senior High School of Cabuyao Integrated National High
School. The question "I use make up or beauty products" have a total mean of 2.44
from the chosen respondents with a descriptive value of disagree. The question "I
wear the same clothes with my friends just for fun" have a total mean of 2.16 From
the chosen respondents with a descriptive value of disagree. The question "I see to
it, that I'm always presentable on the way I dress” have a total mean of 2.42 From
the chosen respondents with a descriptive value of disagree.
The question "I wear other clothes and accesories for fashion e.g. jacket,
sunglasses, cap, earring/s etc." have a total mean of 2.56 From the respondents with
a descriptive value of agree. The question "I style my hair that suits to me" have a total
mean of 2.7 from the respondents with a descriptive value of disagree. The 2.46
weighted mean is the total for physical appearance with an interpretation of disagree.
Related Literature
Haley J Webb, et .al (2017) rawing from the tripartite sociocultural model of
body image, the researchers examined whether direct messages and modeling from
peers, parents, and media were concurrently and prospectively associated with
appearance‐based rejection sensitivity (appearance‐RS) in young adolescents
(Mage = 12.0 years). Appearance‐RS was higher among those who concurrently
reported more appearance‐related teasing and pressure by peers, more parent
teasing, and greater acceptance of media appearance ideals. In prospective
analyses, greater increases in Appearance‐RS over 1 year were found from
adolescents who perceived higher levels of parental appearance‐related teasing and
negative attitudes about their own appearance. Moderation analyses indicated the
positive prospective association between parental negative appearance attitudes
and appearance‐RS was found in younger but not older participants. Gender did not
moderate associations.
Self confident when. MEAN Descriptive Value

1. My friends are around me. 2.79 Agree
2. My teacher called me in his/her class to recite 2.82 Agree
3. Being praised or being complimented by my friends even I
am not with tem 2.84 Agree
4. My parents are very supportive on the things I went. 2.88 Agree
5. I passed my subject. 2.93 Agree
TOTAL 2.85 Agree
Table 2.2 Show the Frequency and Percentage in terms of Self Confidence
of Grade 11 Senior High School. The question "My friends are around me" have a
total mean of 2.79 From the chosen respondents with a descriptive value of agree.
The question "My teacher called me in his/her class to recite" have a total mean of
2.82 From the respondents said that they agree. The question "being praised or
being complimented by my friendseven I am not with them" have a total mean of
2.84 From the respondents said that they agree. The question "my parents are very
supportive on the things I want" have a total mean of 2.88 from the respondents said
that they agree. The question "I passed my subject" has a total mean of 2.85 From
the respondents said that they agree. The total weighted mean for Self Confidence
is 2.85 with an interpretation of agree.

Related Literature
Educational activities are geared towards ensuring that students achieve
mastery of educational objectives. In school, the extent to which these objectives have
been achieved, is determined by their level of peer pressure, time management as
students’ success are reflected in their academic performance. Peers play a large role
in the social and emotional development of adolescents according to Allen (2014).
Their influence begins at an early age and increases through the teenage years, it is
natural, healthy and important for adolescent to have and rely on friends as they grow
and mature. A peer could be any one you look up to in behaviour or someone who
you would think is equal to your age or ability (Hardcastle, 2013). On the other hand,
the term “pressure” implies the process that influence people to do something that
they might not otherwise choose to do.

Question Frequency Percentage Rank

1. Academic performance. 15 34.09 1
2. Who you choose for friends. 9 20.45 2
3. It can influence who you may choose for a boyfriend
or girlfriend. 6 13.64 3
4. It may change your feelings about alcohol and drug
use. 4 9.09 4
5. It can influence decisions about sex. 1 2.27 5
6. It can even determine your fashion choice. 9 20.45 2
44 100
Table 2.3 shows the Frequency and percentage in terms of there are total of 16
respondents in TOURISM of Senior High department of Cabuyao Integrated National
High School selected. the lowest of the rank received is the "it can influence
decisions about sex with the frequency of 1 and a percentage of 2.27 and the highest
of the rank received is the "academic performance" with the frequency of 15 and a
percentage of 34.09. Which has result that the Grade 11 is much influenced by peer
pressure when it comes to academic performance.

Related Literature
Pressure means giving force to any activities. Peer pressure is means
influence of friends on each other and inducing changes in the mental and
emotional behavior by the people belonging to same group with similar interest,
age, background and social status (Weinfied 2016). Peer pressure is normally
linked with adolescents risk-taking behavior, such as crime, drug abuse and sexual
behaviours. These behaviours are associated with peer influence. The positive
result can also be seen through an increase in the achievement, voluntary charity,
public work etc. (Kellie 2017). But contrarily, the maximum result is for negative
behaviour. Normally, the student skips classes, steals, and cheats, takes drugs or
alcohol as an effect of peer pressure. Influences of peer may be in all ages and
places, such as in work place, in school, or in society. Peer pressure tends to
influence the group to loiter in the street, watch films, bunk class, tease others,
steal, spoil public properties. (Arief, 2017)

Physical appearance Mean Descriptive Value

1. I use make up or other beauty products. 2.47 Disagree
2. I wear the same clothes wih my friends just for fun. 2.28 Disagree
3. I see to it, that I'm always presentable on the way I dress 3.31 Agree
4. I wear other clothes and accessories for fashion e.g. Jacket,
Sunglasses, Cap, Earring/s etc. 2.94 Disagree
5. I style my hair that suits to me. 3.09 Agree
Total 2.98 Agree
Table 3.1 Show the Frequency and Percentage in terms of Physical
appearance of Grade 12 Senior High School. The question "I use make up or beauty
products" had a total mean of 2.47 from the respondents with an interpretation of
disagree. The question "I wear the same clothes with my friends just for fun" had a
total mean of 2.28 from the respondents with an interpretation of disagree. The
question "I see to it, that I’m always presentable on the way I dress” had a total mean
of 3.31 form the respondents with an interpretation of. The question "I wear other
clothes and accesories for fashion e.g. jacket, sunglasses, cap, earring/s etc." had a
total mean of 2.94 from the respondents with an interpretation of disagree. The
question "I style my hair that suits to me" had a total mean of 3.09 from the
respondents which said that they agree. The total weighted mean for the physical
appearance is 2.98 with an interpretation of agree.

Related Literature
Kleinke (1978) was able to lower or raise a male's self-esteem simply by giving
false reports on a personality test. How does hearing about one's personality affect
one's self-esteem? How does one know whether one has made someone confident
based on how one describes someone's personality to him or her? This question leads
to the problems in Popkins' proposed experimental procedure.
Popkins contends that his design will demonstrate that attractiveness is a main
contributor in the development of personality. Unfortunately, I fail to believe that his
proposal will fulfill proper scientific procedure. The experimenter would need to pre-
screen participants' pre-existing self-consciousness and self-opinion to determine how
various people will react to being made to look bad. Reactions will vary according to
how aware participants are of their appearance, their concern over looking "good,"
and how they think of themselves. Due to the large numbers of conditions, this
experiment would require huge numbers of participants to fill all the groups.
Self confident when. MEAN Descriptive Value

1. My friends are around me. 3.59 Strongly agree
2. My teacher called me in his/her class to recite 3.38 Strongly agree
3. Being praised or being complimented by my friends even I
am not with tem 2.91 Agree
4. My parents are very supportive on the things I went. 3.16 Agree
5. I passed my subject. 3.63 Strongly agree
Total 3.33 Strongly agree
Table 3.2 Show the Frequency and Percentage in terms of Self confidence of
Grade 12 SHS. The question "My friends are around me" Had a total mean of 3.59
from the respondents which said that they strongly agree. The question "my teacher
called me in his/her class to recite" has a total mean of 3.38 from the respondents
which said they that strongly agree. The question "being praised or being
complimented by my friendseven i am not with them" had a total mean of 2.91 from
the respondents which said that they agree. The question "my parents are very
supportive on the things i went" had a total mean of 3.16 from the respondents which
said that they agree. The question "I passed my subject" had a total mean of 3.63
from the respondents which said that they strongly agree. The total weighted mean
for self confidence is 3.33 with an interpretation of Strongly agree.

Related Literature
Omotere (2011) conducted a research on the influence of peer group on
adolescents from the selected schools in Ogun State. The study investigated the
influence of peer group on adolescent performance. Descriptive research
methodology was used. Random sampling techniques were also adopted in
selecting 150 in-school adolescents from four secondary schools in two local
Government Areas of Ogun State. Questionnaire was developed to collect data. The
data collected was analyzed using T-test and Pearson. The findings of the study
revealed that peer group could positively influence the academic performance of in-
school adolescents. In line with present study parents and teachers should provide
adequate guidance to adolescents to help them understand how the friends they
keep can either positively or negatively influence their academic performance in
school. Also, in-adolescent should relate with students that will influence them
academically.
Question Frequency Percentage Rank

1. Academic performance. 22 22.45 1
2. Who you choose for friends. 19 19.39 3
3. It can influence who you may choose for a boyfriend or
girlfriend. 15 15.31 4
4. It may change your feelings about alcohol and drug use. 12 12.24 5
5. It can influence decisions about sex. 10 10.20 6
6. It can even determine your fashion choice. 20 20.41 2
98 100
Table 3.3 Frequency and Percentage in terms of problems encountered by
Grade 12 Tourism students. There is a total of 32 respondents in TOURISM of
Senior High department of Cabuyao Integrated National High School. The question
with the lowest rank is "it can influence decisions about sex” with the frequency of
10 and a percentage of 20.41 and the statement with the highest rank is "academic
performance" with the frequency of 22 and a percentage of 22.45. Which has
resulted that Grade 12 Students are more influenced by peer pressure when it
comes to academic performance.

Related Literature
Jones, (2010) defined peer pressure as the ability of people from the same
social rank or age to influence another of same age bracket. Peer pressure is usually
associated with teens although its influence is not confined to teenagers alone.
Mature adults, teens, young adults and children can be seen doing things in order to
be accepted by their peers. Peer pressure is commonly associated with episodes of
adolescent risk-taking activities (such as delinquency, drug abuse, sexual
behaviours), because these behaviour commonly occur in the company of peers. It
can also have positive effects when youth are pressured by the peer toward positive
behavior, such as volunteering for charity or excelling in academics (Kellie, 2013).
According to Ward, et. al (2013), academic performance refers to the outcome
of education. The extent to which the student, teacher or institution have achieved
their educational goals. Academic performance is the ability to study and remember
facts and being able to communicate one’s knowledge verbally or written on paper
(Answers, 2014). In the context of this study, academic achievement refers to the
extent to which students have achieve mastery of the objectives of the subjects they
are exposed to in school. According to Aremu and Sokan (2008), academic
achievement has been observed in school subjects especially Mathematic and
English language among secondary school student.

Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary, findings, conclusions, and researchers’
recommendation on the “PEER PRESSURE AND IT IMPACT TO PERSONALITY
DEVELOPMENT OFGRADE 11 AND 12 TOURISM STUDENTS OF CABUYAO
INTEGRATED NATIONAL HIGH SCHOOL (S.Y 2018-2019). This chapter is based
on the statement of the problem of the study.
Summary
The intent of this study is to show the effects of peer pressure to personality
development on Grade 11 and Grade 12 Students in terms of physical appearance,
self-confidence and problems in peer pressure encountered by the students. This
study is subjected only to the forty-eight (48) Grade 11 and Grade 12 students
coming from TOURISM Students of Cabuyao Integrated National High school. The
researcher used the 100% of the population of the respondent. The questionnaires
were answered by the Grade 11 and Grade 12 students based on the experienced
difficulties in every indicator. In the demographic profile of the respondents the
researchers used the relative frequency and percentage to interpret the number of
students who undergo in this study.

The responses were tabulated to determine the grand mean in every section
of Grade 11 and Grade 12 and the experienced difficulties. T-test was used to
determine the significance of the experienced difficulties of the respondents when
they are grouped according to their profile.
Findings
Based on the data presented and interpreted in Chapter IV, the researchers
come up with the summary of findings:
The Grade 11 and 12 Tourism based on the last table the lowest is "it can
influence decisions about sex and the highest of rank received is the "academic
performance" Results show that is both grade level are much influenced by peer
pressure when it comes to academic performance and less influenced when it comes
to decisions about sex.
Conclusion
Based on the findings, these conclusions were drawn.
1. The Grade 11 student’s response in the physical appearance is “disagree”
while in self confidence, the respondents “agree” and Grade 12 Students response
in the physical appearance is “agree” while in self confidence the respondents
“strongly agree.”
2. Both Grade level are more Influece by academic performance when it
comes to peer pressure the Grade 12 has the mean of 22.45 and Grade 11 has the
mean of 34.09 and least influence when it comes to decisions about sex the Grade
12 has the mean of 20.21 and the Grade 11 has the mean of 2.27.
Recommendation
Considering the findings and the conclusions bring on of the study, the
following suggestions are hereby for consideration:
Physical appearance
The Grade 11 and Grade 12 Tourism students must do or agree to the
following questions on the checklist especially that they are tourism students, they
must be presentable as they look and wear.
Self confidence
Grade 11 and Grade 12 must be confident enough as they are taking up
track/strand tourism more often In the near future they will communicte to different
people around the world, so it is best for them to be confident in all the things that
they will do in order for them to succeed on the profession that they are aspiring for.
Bibliography
Alberti, R. and Emmons, M. (2012). Your Perfect Right (9th Ed.). Atascadero, CA:
Impact Publishers.
Aldoori, L. (1998). The language of leadership for female public relations

professionals. Journal of Public Relations Research, 10(2), 73-101.
Baird, J. E. (1976, April). Sex differences in group communication: A review of

relevant research. Quarterly Journal of Speech (62), 180-192.
Baird, J. E. & Bradley, P. H. (1979, June). Styles of management and
communication: A comparative study of men and women.
Communication Monographs (46), 101-111.

Buber, M. (1973). I and Thou (W. Kaufmann, Trans.). New York, NY: Simon &
Schuster.
Burgoon, J. K. (1978). A communication model of personal space violations:

Explication and an original test. Human Communication Research 4(2), 129-142.
doi: 10.1111/j.1468- 2958. 1978.tb00603.x
Burgoon, J. K. and Aho, L. (1982, June). Three field experiments on the effects of
violations of conversational distance. Communication Monographs (49), 71-88.
Burgoon, J. K. & Hale, J. L. (1988, March). Nonverbal expectancy violations: Model

elaboration and application to immediacy behaviors. Communication Monographs
(55), 58-79.
Online Sources
https://www.pinterest.ph/pin/508906826617689990/
https://www.skillsyouneed.com/personal-skills.html
http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/224-published.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2847408/
https://www.tandfonline.com/doi/abs/10.1080/02185385.2014.885208
http://www.unn.edu.ng/publications/files/mrs%20okorie%20OKORIE,%20ANGELA%20N
KEM%20%20chapter%20one%20to%20appenddix%20May%202014%20latest%20
one.pdf
ttps://scholar.google.com.ph/scholar?q=foreign+literature+about+peer+pressure&hl=
en&as_sdt=0&as_vis=1&oi=scholart
http://blogs.edweek.org/edweek/inside-school-
research/2011/02/study_peer_pressure_may_change.html
https://nairaproject.com/m/blog/009.html
Appendices
Appendix A
Letter of Request
Republic of the Philippines

Limcaoco Subdivision Poblacion Tres
January 24, 2018
MR. RICKY B. MARAÑA

Teacher
Cabuyao Integrated National High School
Limcaoco Subdivision Poblacion Tres
Dear Sir,
Greetings!
Thea undersigned are Grade 12 Tourism student of Cabuyao Integrated National High
School undertaking a research entitled, “English Grammar Difficulties
Encountered by the Tourism Students: A Basis for the Improvement of Writing
Skills”.
With your expertise, we are humbly asking your permission to validate the attached
made questionnaire, for the study using the attached rating tool.
We are looking forward that our request would merit your positive response. Thank
you and more power.
Respectfully yours,
ERICA B. ALDEZA
MA. CRISTINA D. CANENCIA
JENILYN M. VERGARA
Researchers
Noted by:
DR. NONILON A. MADERAZO MR. RICKY B. MARAÑA

Research Adviser Teacher
Appendidix 2 Research
Instrument
Dear respondent:
We are the Students of Cabuyao Integrated National Highschool from Grade

12 BPP Archer. We are conducting a study entitled “Peer pressure and its impact
on Personality Development of Grade 11 and Grade 12 Tourism Student of
Cabuyao Integrated National Highschool”.
Please provide on honest response to our questions.
Name (Optional):
Grade:
Sex:
Male Female
Direction: Put a Check ( ) in the box next to the answer of your choice.
(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly Disagree
2.1 PHYSICAL APPEARANCE:
SA A DA SD
To improve my physical appearance… (4) (3) (2) (1)
1. I use make up or other beauty products.
2. I wear the same clothes with my friends just

for fun.
3. I see to it, that I’m always presentable on

the way I dress
(dressed up according to the occasion)
4. I wear other clothes and accessories for

fashion e.g. Jacket, Sunglasses, Cap,
Earring/s etc.
5. I style my hair that suits to me.

2.2 SELF – CONFEDENCE:
SA A DA SD
I am more confident when… (4) (3) (2) (1)
1. My friends are around me.
2. My teacher called me in his/her class to

recite something.
3. Being praised or being complimented by

my friends even I am not with them.
4. My parents are very supportive on the

things I went.
5. I passed my subjects.
Put a Check ( ) on the following; that you have experienced or encountered.
Peer pressure can influence several areas in your life like.
1. Academic performance.
2. Who you choose for friends.
3. It can influence who you may choose for a boyfriend or girlfriend.
4. It may change your feelings about alcohol and drug use.
5. It can influence decisions about sex.
6. It can even determine your fashion choice.

Appendix 3 Certificate of
Statistical Treatment
CERTIFICATION OF STATISTICAL TREATMENT
This is to certify that I Throughly facilitate and edited the statistical data of the
research “PEER PRESSURE AND ITS IMPACT TO PERSONALITY
DEVELOPMENT” of Mr. Paul Adam C. Capacete, Mr. John Gil V. Loresto, Ms. Mary
Ramcelle Ashley A. Bariring. This certification is issued upon the request of Ms. Mary
Ramcelle Bariring (Group Leader) for whatever legal purpose it may serve.
Appendix 4
Curriculum Vitae
Paul Adam C. Capacete

Blk 38 Lot 42 Carlton Residence
Brgy. Dita Sta.Rosa Laguna
09268782147
Adam_Capacete@Yahoo.com
JOB OBJECTIVES
To be able to acquire a job where in I can apply my knowledge and experience
and so to contribute to the growth and development of the company.
WORK PHILOSOPHY
I can manage my time and I can handle my pressure too.
PROFILE:
I can plan on my own and I am responsible enough to choose a career that is
applicable to my skills
QUALIFICATION
 Good in Baking
 Good listener
 Ability to multi task
 Responsible and reliable
 Good in Cooking
PERSONAL BACKGROUND
Sex: Male
Civil Status: Single
Age: 17 yrs’old
Birthday: April 17, 2001
Birth Place: Cabuyao City
Religion: Catholic
Height: 5’8
Weight: 52 kg
EDUCATIONAL BACKGROUND:
ELEMENTARY:
School: Sala Elementary School
Year: 2007-2013
JUNIOR HIGH SCHOOL:

School: Cabuyao Integrated National High School
Year: 2013-2017
SENIOR HIGH SCHOOL:

Year: 2017-2019
John Gil V. Loresto

Blk2, Lot36, Phase3 ST. Joseph 7
Marinig Cabuyao Laguna
09453228853
Johngilloresto.13@gmail.com
JOB OBJECTIVES
To enhance my educational and professional skills in a stable and dynamic
workplace. And to solve problems in creative and effective manner in challenging
position.
WORK PHILOSOPHY
Thrive in an organization by conducting myself in a professional manner at all
the time.
QUALIFICATION
 Good in Baking
 Good in Cooking
 Good listener
PERSONAL BACKGROUND
Sex: Male
Age: 18 yrs’old
Birthday: April 13, 2000
Birth Place: Capalonga Camarines Norte
Religion: Catholic
Height: 5’8
Weight: 51 kg
ELEMENTARY:
School: Capalonga Camarines Norte Elementary School
Year: 2007-2013
JUNIOR HIGH SCHOOL:

Year: 2013-2017
SENIOR HIGH SCHOOL:

Year: 2017-2019
Mary Ramcelle Ashley A. Bariring

1571 Brgy. Dila Sta.Rosa Laguna
Contact No.: 09108882991
Ashley_Bariring@yahoo.com
JOB OBJECTIVES
To secure a position where i can efficiently contribute my skills and abilities for
the growth of the organization and build my professional career
WORK PHILOSOPHY
I can manage my time and I can handle my pressure too.
PROFILE:
I can decide on my own and I am responsible enough to choose a career that
suits to my skills
QUALIFICATION
 Good in Baking
 Good listener
 Good in Arts
 Good Communication Skills
 Good in Cooking
PERSONAL BACKGROUND
Sex: Female
Age: 18 yrs’old
Birthday: January 07, 2001
Birth Place: Sta.Rosa City
Religion: Catholic
Height: 5’4
Weight: 43 kg
ELEMENTARY:
School: Dila Elementary School
Year: 2007-2013
JUNIOR HIGH SCHOOL:

Year: 2013-2017
SENIOR HIGH SCHOOL:

Year: 2017-2019
Appendix 5
Certification of Editing

Eto Talaga Yon

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eto Talaga Yon

Uploaded by

Copyright:

Available Formats

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

City of Cabuyao, Laguna

PEER PRESSURE AND ITS IMPACT TO PERSONALITY

In Partial Fullfilment of the Requirements for the Track

CAPACETE, PAUL ADAM C.

This research paper entitled “PEER PRESSURE AND ITS IMPACT TO

Ms. Gladis Basco

Approved by the PANEL OF EXAMINERS on Oral Examination on September 2018.

NAME OF PANELIST NAME OF PANELIST

Accepted in partial fulfillment of the requirements for the Technical-

NONILON A. MADERAZO, Ed.D.

researchers bring this study into success.

precious time and greatest effort for the statistical treatment.

researchers survey questionnaire to be distributed and to gather the data in the

To the selected Senior High School Students of Cabuyao Integrated National

and time spent during the conduct of the survey questionaires.

research study a successful one.

PAUL ADAM C. CAPACETE

JOHN GIL V. LORESTO

MARY RAMCELLE ASHLEY A. BARIRING

researcher’s inspirations. As a token of gratitude, the researchers whole heartedly

dedicate this study to all of them.

Title: Peer Pressure and it’s Impact to Personal Development of

Grade 11 and Grade 12 Tourism in Cabuyao National High

Researchers: Capacete, Paul Adam C.

Loresto, John Gil

Bariring, Mary Ramcelle Ashley

Track: Technical Vocational Livelihood

Institution: Cabuyao Integrated Natonal High School

Adviser: Mrs. Gladis Basco

The main objective of the study is to determine the perception of selected

Impact to Personality Development. The researchers want to know if the friends or

selected forty-eight (48) Grade 11 and 12 Tourism Students of Cabuyao Integrated

incidence of various views and opinions and chosen sample.

and less influenced when it comes to decisions about sex.

response in the “Physical appearance” is disagree while in “self confidence” the

respondents agreed and Grade 12 Students’ response in the “Physical appearance”

is agree while in self confidence they responded strongly agree.

Grade 12 Tourism Students must do or agree to the following questions on the

presentable as they look and wear.

TITLE PAGE Page

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Background of the Study

Statement of the Problem

Scope and Limitation

Significance of the Study

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Synthesis and Relevance of the Reviewed Literature and Studies

CHAPTER 3 RESEARCH METHODOLOGY

Population, Sample Size, and Sampling Techniques

Statistical Treatment of Data

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Appendix 1 Letter of Request for Permission to Conduct Survey

Appendix 4 Curriculum Vitae

Table1. Grade level

Table2. Physical Appearance Grade 11

Table3. Physical Apperance Grade 12

Table4. Self Confidence Grade 11

Table5. Self Confidence Grade 12

Table6. Questions Grade 11

Table7. Questions Grade 12

THE PROBLEM AND ITS BACKGROUND