EXPLORING PEER INFLUENCE
FACTORS IN THE COLLEGE DEGREE
COURSE SELECTION OF GRADE 12
SENIOR HIGH SCHOOL STUDENTS IN
SELECTED SCHOOLS UNDER THE
DIOCESE OF TAGUM EDUCATIONAL
SYSTEM (DOTES)
PREPARED BY: GROUP 3 SET B
STATEMENT OF THE PROBLEM
1. What is the level of peer influence factors in college degree course selection of
grade 12 senior high school students in terms of:
o common values and interests;
o role models;
o peer pressure and conformity; and
o information sharing
2.) What is the level of peer influence in college degree selection of Grade 12 senior
high school in terms of:
o career goals;
o course preferences and interests;
o academic strengths; and
o location and university choice
3.) Is there a significant relationship between the factors of peer influence and the
college degree course selection of Grade 12 senior high school students?
HYPOTHESIS
There is no significant influence
between peer influence factors in
college degree course selection and
college degree course selection of
grade 12 senior high school in
selected schools under Diocese of
Tagum Educational System (DOTES).
Review of Related Literature
 Factors of Peer Influence
 Career Goals in Selecting a College Degree Course
 Course Preferences and Interests in Selecting a College Degree Course
 Academic Strengths in Selecting a College Degree Course
 Location and University Choice in Selection of a College Degree
Course
 Peer Influence on Career Goals
 Peer Influence on Course Preferences and Interest
 Peer Influence on Academic Strengths
 Peer Influence in Location and University Choice
Theoretical Framework
Social Cognitive Theory
This theory was first developed by Albert Bandura in 1989. Social
Cognitive Theory posits that individuals learn from their social
environment through direct reinforcement and observing and
modeling the behaviors, attitudes, and choices of those around them
(Nickerson, 2023).
Social cognitive theory becomes highly relevant in college degree
selection among senior high school students. Bandura's theory
emphasizes the importance of observational learning, self-regulation,
and self-efficacy in decision-making processes. Senior high school
students often observe and internalize their peers' decisions. They
assess their peers' experiences and the outcomes of their choices,
impacting their decision-making regarding college majors.
Social Influence Theory
 The Social Influence Theory is defined as a theory that explores and explains how
people are influenced by their social networks. It is known to explain how people
influence each other.
 In Herbert Kelman's term, there are three components of social influence. These
are compliance, which refers to instances where a person is influenced out of a
desire to be liked by their social groups; identification, which occurs when a
person is influenced into taking on behaviors and attitudes out of a desire to fit into
an in-group; and internalization, which is known to occur when someone is
influenced by the belief that the collective wisdom of the group helps guide the
way to knowledge, truth, or wisdom.
 In Morton Deutsch and Robert M. Gerard terms, they identify two types of social
influence, namely, normative social influence, which occurs when people conform
as a part of the desire to be seen as part of an in-group, and informational social
influence, which occurs when individuals align their attitudes, beliefs, or behaviors
to match those of a reference group or community that they perceive to have
collective wisdom worth conforming to (Drew, 2023).
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLE
•
•
•
•
PEER INFLUENCE
Common values and
interest
Role models
Peer pressure and
conformity
Information sharing
DEPENDENT VARIABLE
•
•
•
•
COLLEGE COURSE
SELECTION
Career goals
Course preferences
and interests
Academic strengths
Location and university
choice
Significance of the Study
This study has significant benefits for various stakeholders:
STUDENTS: The findings provide Grade 12 students with a better
understanding of factors influencing their college degree selection.
This knowledge empowers them to make more informed decisions,
resist peer pressure, and potentially enhance their long-term
academic and career success.
TEACHERS: Educators can use the study's insights to improve
guidance and counseling services. Understanding the factors
affecting students' degree choices enables teachers to develop
targeted interventions, helping students acquire the skills and
knowledge needed for informed decision-making.
PARENTS: The study empowers parents with insights into peer
influence dynamics, enabling them to offer better support and advice
during the college degree selection process. It also helps parents
understand the challenges their children may face in resisting peer
pressure and assists in aligning choices with their children's interests
and aspirations.
DIOCESE OF TAGUM EDUCATIONAL SYSTEM: The study is crucial
for the educational system, providing insights into supporting schools,
creating better classes, guiding careers, and assisting parents,
teachers, and students. It aims to improve the overall educational
experience by meeting students' unique needs and helping them
make informed decisions about their future.
FUTURE RESEARCHERS: This study serves as a foundation for
future research on peer influence in educational decision-making. It
can inspire researchers to explore more specific aspects, refine
existing theories, and develop effective interventions, contributing to
the evolving body of knowledge in this area.
METHODOLOGY
Research Design :
DESCRIPTIVE CORRELATIONAL
Research Respondents:
 35 students from Letran de Davao of Tagum, Inc.,
MHSAI, MSMI
Research Instruments:
STRUCTURED SURVEY QUESTIONNAIRES
RESULTS
TABLE 1: Level of Peer Influence Factors in College Degree Course Selection
Students in Terms of Common Values and Interest
Common Values and Interests
Descriptive
Descriptive
Level
Interpretation
Mean
SD
2.12
2.08
Low
Disagree
2.31
3.08
Low
Disagree
2.68
4.08
Moderate
Neutral
2.37
0.28
Low
Disagree
My choice of college degree is influenced
by my friends' career goals.
I am more inclined to choose a specific field
of study if my friends are interested in it.
My friends are actively involved in specific
extracurricular activities related to a certain
college degree; I would consider it.
Overall
TABLE 2: Level of Peer Influence Factors in College Degree Course
Selection in Terms of Role Models
Role Models
Descriptive
Descriptive
Level
Interpretation
Mean
SD
2.67
1.10
Low
Disagree
2.48
1.03
Low
Disagree
2.57
0.27
Low
Disagree
My friends who have succeeded in
a particular college degree, it
would
positively
influence
my
decision to choose the same.
My friends are doing the same I
would consider enrolling in a
specific college degree.
Overall
TABLE 3: Level of Peer Influence Factors in College Degree Course Selection
in terms of Peer Pressure and Conformity
Peer pressure and conformity
Descriptive
Descriptive
Level
Interpretation
Mean
SD
2.5
1.15
Low
Disagree
2.63
1.12
Moderate
Neutral
3.24
1.09
Moderate
Neutral
2.79
0.40
Moderate
Neutral
I would consider enrolling in a specific
college degree if my friends are doing the
same.
My friends excelling in certain academic
subjects would influence my choice of
college major.
The perceived prestige associated with a
college degree becomes more appealing if
my friends express a positive opinion about
it.
Overall
TABLE 4: Level of Peer Influence Factors in College Degree Course Selection
terms of Information Sharing
Information Sharing
Descriptive
Descriptive
Level
Interpretation
Mean
SD
2.55
0.98
Low
Disagree
2.15
1.01
Low
Disagree
2.54
1.06
Low
Disagree
2.42
0.46
Low
Disagree
I would consider enrolling in a specific
college degree if my friends are doing the
same.
I would change my college degree choice if
my closest friends recommended a different
one.
I am more likely to choose a college degree
in which my friends are familiar with the
course content.
Overall
TABLE 5: Level of College Degree Course Selection in terms of Career Goals
Career Goals
Descriptive
Descriptive
Level
Interpretation
Mean
SD
3.06
2.05
Moderate
Neutral
3.27
2.16
Moderate
Neutral
3.55
2.24
Moderate
Agree
2.42
0.28
Moderate
Neutral
My career goals are influenced by
discussions and insights shared by my
peers.
Peer success stories in specific career
paths impact my choice of career goals.
I actively seek advice from peers when
shaping my career aspirations.
Overall
TABLE 6: Level of College Degree Course Selection in terms of Course
Preferences and Interests
Course Preferences and Interests
Descriptive
Descriptive
Level
Interpretation
Mean
SD
3.06
1.98
Moderate
Neutral
3.27
1.99
Moderate
Neutral
3.55
2.23
Moderate
Neutral
2.78
0.73
Moderate
Neutral
I am more likely to choose a course if
it aligns with the preferences of my
peers.
The interests and enthusiasm of my
peers
influence
my
course
preferences.
Peer discussions play a role in
shaping
my
interest
in
specific
academic fields.
Overall
TABLE 7: Level of College Degree Course Selection in terms of Academic Strengths
Academic Strengths
Descriptive
Mean
SD
Descriptive Level
3.44
2.14
High
Agree
2.89
2.28
Moderate
Neutral
2.62
2.27
Moderate
Neutral
2.98
0.42
Moderate
Neutral
Interpretation
The academic strengths of my
peers
motivate
my
academic
pursuits.
Peer excellence in certain subjects
impacts my choice of major or
specialization.
I
consider
the
academic
achievements of my peers when
deciding on my course of study.
Overall
TABLE 8: Level of College Degree Course Selection in terms of Location
and University Choice
Location and University Choice
Recommendations
from
Descriptive
Mean
SD
Descriptive Level
`3.28
1.08
Moderate
Neutral
2.96
1.02
Moderate
Neutral
2.56
1.14
Low
Disagree
2.93
0.36
Moderate
Neutral
Interpretation
peers
influence my decision on the location
of the university.
The choices of my peers regarding
universities impact my preferences.
I am likely to choose a university
based on the decisions of my close
peers.
Overall
TABLE 9: Significant Relationship between Peer Influence Factors and College Degree Course Selection
Peer Influence Factors
Common Values and Interest
Common Values and Interest
Common Values and Interest
Common Values and Interest
Role Models
Role Models
Role Models
Role Models
College Degree
Selection
Career Goals
Course preference and
interest
Academic strengths
Location and university
choice
Career Goals
Course preference and
interest
Academic strengths
Location and university
r values
0.52756
0.62012
0.46678
0.46931
0.43410
0.46001
0.31921
0.30110
P value
Remarks
Decision
Moderate positive
Accept null
correlation/ Significant
hypothesis
Moderate positive
Accept null
correlation/ Significant
hypothesis
Low positive correlation/
Accept null
Significant
hypothesis
Low positive correlation/
Accept null
Significant
hypothesis
Low positive correlation/
Accept null
Significant
hypothesis
Low positive correlation/
Accept null
Significant
hypothesis
Low positive correlation/
Accept null
Significant
hypothesis
Very low positive
Accept null
0.00001
0.00001
0.00001
0.00001
0.00001
0.00001
0.000904
0.001808
Peer pressure and
conformity
Moderate positive
Career Goals
Course preference and
conformity
interest
conformity
0.00001
Accept null hypothesis
correlation/ Significant
Peer pressure and
Peer pressure and
0.61202
Moderate positive
0.62734
0.00001
Accept null hypothesis
correlation/ Significant
Moderate positive
Academic strengths
0.56492
0.00001
Accept null hypothesis
correlation/ Significant
Peer pressure and
Location and university
conformity
choice
0.44564
0.00001
Low positive correlation/
Accept null hypothesis
Significant
Moderate positive
Information sharing
Information sharing
Career Goals
Course preference and
interest
0.56511
0.00001
correlation/ Significant
Accept null hypothesis
Moderate positive
0.69190
0.00001
correlation/ Significant
Accept null hypothesis
Moderate positive
Information sharing
Information sharing
Academic strengths
Location and university
choice
0.58602
0.00001
0.46381
0.00001
correlation/ Significant
Low positive correlation/
Significant
Accept null hypothesis
Accept null hypothesis
CONCLUSION
1. The respondent’s level of peer influence factors in college degree course selection
in terms of shared values and interests with a low descriptive level implies that it
was not observed by the students frequently.
2. The respondent’s level of peer influence factors in college degree course selection
regarding role models with a low descriptive level implies that many students do not
consider having their peers as role models in choosing a degree.
3. The respondent’s level of peer influence factors in college degree course selection
in terms of peer pressure and conformity with a moderate descriptive level suggests
that students some students can feel pressure and are pressured to conform to their
college degree decisions from their peers.
4. The respondents’ level of peer influence factors in college degree course
selection regarding information sharing with a low descriptive level speaks to the
fact that students do not consider the information shared by their peers in
choosing their degree.
5. The respondent’s level of course selection regarding career goals with a
descriptive level of moderate implies that they consider their career goals in
picking their college degree and are aligning these goals with their courses.
6. The respondent’s level of college degree course selection in terms of course
preferences and interests with moderate descriptive level means that they align
their college course selection to their interests and preferences.
7. The respondent’s level of college degree course selection in terms of
academic strengths with a descriptive level of moderate implies that the
study's respondents consider their college degree selection based on their
academic strengths and capabilities.
8. The respondents' level of college degree course selection in terms of
location and university choice with a descriptive level of moderate implies
that half of the respondents consider this matter in choosing a college
degree and half might not.
9. There was a significant relationship between peer influence factors and the
college degree course selection of Grade 12 students, with all the
computed values being more significant than the critical value, therefore
rejecting the hypothesis in this study.
RECOMMENDATIONS
1. School should facilitate positive peer influence programs.
2. Schools, teachers, and parents should provide information about negative
peer influences such as peer pressure and conformity.
3. Schools should introduce successful individuals who have pursued career
paths related to different courses.
4. Provide platforms where students can access information about multiple
college degrees and the experiences of others with specific college degrees
5. Parents should collaborate with schools and teachers to discuss the
influences students encounter when selecting college degree courses.
6. Implement academic support programs that assist students in leveraging
their strengths for degree selection.
7. Provide resources highlighting the advantages of different university locations
can further assist students in making informed decisions
8. students should attend career counseling sessions, explore
diverse courses, and engage in workshops
9. Special programs are recommended to teach students about
positive peer influence and how to make decisions
independently. Creating awareness about how friends can
affect our college choices is essential, too. Also, counselors
should consider including career orientation and counseling to
help students better make decisions that match their goals
and interests.