EFFECTS OF PEER INFLUENCE IN GENDER NORMS OF G12 SENIOR
HIGH SCHOOL STUDENTS AT SUMULONG COLLEGE
OF ARTS AND SCIENCES, A.Y. 2023-2024:
BASIS FOR GENDER ADVOCACY
PROGRAM
A
Quantitative Research Paper
Presented to the Faculty of High School Department
Sumulong College of Arts and Sciences
Antipolo City
In
Partial Fulfillment
Of the Requirements for
Practical Research 2
ADRIAN BELTRAN GUANZON
ALEONAH FAYE CUNANAN TICA
ATHENA CYRA SABADO
CHRISTIAN EARL LAGARE PEDOJAN
JAYJAY PABLEO ESTEBAN
JHON ADRIAN BATALLA DEBORDE
JOANNA SALVE AGUYO
TRISHA MAE LAGUIDAO GARROTE
July 2024
i
APPROVAL SHEET
This research output entitled “EFFECTS OF PEER INFLUENCE IN
GENDER NORMS OF G12 SENIOR HIGH SCHOOL STUDENTS AT SUMULONG
COLLEGE OF ARTS AND SCIENCES (A.Y.2023-2024): BASIS FOR GENDER
ADVOCACY” prepared and submitted by Adrian Beltran Guanzon, Aleonah Faye
Cunanan Tica, Athena Cyra Sabado, Christian Earl Lagare Pedojan, Jayjay Pableo
Esteban, Joanna Salve Aguyo, Trisha Mae Laguidao
Garrote in partial fulfillment of the requirements for Practical Research 2 is hereby
recommended for approval and acceptance.
__________________
DATE
Charen Ontuca
.
RESEARCH ADVISER
ii
ACKNOWLEDGEMENT
The researchers would like to express their utmost gratitude to the individuals
who provided their invaluable support and guidance in enabling the successful
completion of this study.
MR. ANTONIO PANTISMA, president of SCAS, for his remarkable
leadership that has been a source of inspiration for all members of the academic
community.
MR. CHRISTIAN PAUL GIANAN, High School Principal, for his effort and
encouragement to pursue professional growth and for allowing the researchers to
conduct the study.
MR. JERAMAE FORTALEZA, we would like to express our profound
gratitude to our Subject Teacher who has provided us with unwavering support,
invaluable guidance, and consistent dedication throughout the entire duration of this
research endeavor. Their profound knowledge, extensive expertise, and insightful
perspectives have played an instrumental role in shaping and enhancing our study.
We are deeply grateful for their unwavering commitment to our academic growth
and for graciously sharing their wisdom with us. Their steadfast encouragement and
mentorship have been pivotal in the successful completion of this endeavor. We feel
incredibly privileged to have had the opportunity to learn from such a remarkable
individual, and we extend our heartfelt appreciation for their significant contributions
to our research journey.
We would also like to thank our eager respondents for giving us their
wonderful insights on the vast topic of Public Speaking Skills. Without them, our
study will certainly not exist.
iii
DEDICATION
To all the researchers who've paved the way,
With dedication and hard work day by day.
This poem is dedicated to your quest,
For knowledge and truth, you've done your best.
From the depths of the oceans to the stars up high,
You've explored and discovered, reaching for the sky.
Your unwavering commitment to discovery,
Inspires us all to reach for glory.
To the tireless researchers who've come before,
To those who continue to knock on knowledge's door.
We honor your work and your legacy,
And thank you for all you've done for humanity.
So here's to the researchers who never give up,
To those who keep striving, with their eyes on the cup.
May your work continue to inspire and guide,
As we journey together, side by side.
Adrian
Aleonah
Athena
Christian
Jayjay
Jhon Adrian
Joanna
Trisha
iv
ABSTRACT
This study aimed to determine the effects of peer influence to the gender
norms of grade 12 Senior High School Students in Sumulong College of Arts and
Sciences (S. Y. 2023-2024). The findings are the basis for gender advocacy program
proposed by the researchers at the end. Explicitly, it determined the profile of the
respondents in terms of age, sexual orientation, and strand.
This study was designed as descriptive quantitative research. The
researchers used survey instrument in a form of Likert questionnaire in gather the
data needed. This was administered to 150 grade 12 Senior High School learnerrespondents from different strands of Sumulong College of Arts and Sciences.
v
TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………….…….……..…....i
APPROVAL SHEET………………………………………………..……………..…...ii
ACKNOWLEDGEMENT………………………………………………..………..……iii
DEDICATION ………………………………………………………….…………...…..iv
ABSTRACT……………………………………………….…………….…..........……..v
TABLE OF CONTENTS…………………………………………….…….…..….……vi
LIST OF TABLES……………………………………………….………..……………viii
LIST OF FIGURES……………………………………………….…………..….….….ix
LIST OF APPENDICES……………………………………….…………………….….x
CHAPTER
1. PROBLEM AND ITS BACKGROUND
Introduction…………………………………………..………….…………………1
Background of the Study…………………..……….……………………….……2
Theoretical Framework…………………..……….…….…………………….….4
Conceptual Framework……………..……………….…….……………………..6
Conceptual Model………………………..………….…………………………....7
Statement of the Problem……………………..…...…....………………………8
Hypothesis………………………..……………….……..….…………………….9
Scope and Delimitation…………………………..……………..…….……...…..9
Significance of the Study…………………………..……………………….……9
Definition of Terms…………………………………..………..…………………10
2. REVIEW OF RELATED LITERATURE
Peer Influence………………………………………..……………………..…...13
Gender Norms….……………………………………………….……..….…….15
3. RESEARCH METHODOLOGY
Research Design……………………………..……………………....…………19
Setting of the Study…………………………………………..……..…...……...20
Vicinity Map………………………………………………..…...…….………….21
Subject of the Study……………………………………………………………..22
Sources of Data….………………………………………………………………22
Procedure of the Study…………………………………..……………………..23
Statistical Treatment…………………………………………………….………24
vi
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of Respondents in Terms of Age………………….…………...………25
Profile of Respondents in Terms of Sexual Orientation……………....……..26
Profile of Respondents in Terms of Strand……………………………………27
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Their Gender Identity………………………………………28
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Terms of Their Sexual Orientation………………………..29
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Terms of Their Gender Expression……………………….31
Significant Difference Between The Effects Of Peer Influence To The
Gender Norms In Terms Of Their Sexual Orientation……………..………..33
5. SUMMARY, CONCLUSIONS, AND RECOMMENDATION
Summary of Findings…………………………………………………………..34
Conclusion………………………………………………………………………36
Recommendation……………………………………………………………….37
viii
LIST OF TABLES
TABLES
1
2
3
4
5
6.
7
PAGES
Profile of Respondents in Terms of Age………………….…….....…..…...…25
Profile of Respondents in Terms of Sexual Orientation……………....….….26
Profile of Respondents in Terms of Strand……………………………………27
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Their Gender Identity…………………………..………..…28
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Terms of Their Sexual Orientation…………...…….……..29
Computed Weighted Mean Regarding the Effects of Peer Influence in
Gender Norms in Terms of Their Gender Expression…………………...…..31
Significant Difference Between The Effects Of Peer Influence To The
Gender Norms In Terms Of Their Sexual Orientation………………......…..33
viii
LIST OF FIGURES
FIGURE
Page
1
Paradigm showing the Relationship of the Variables……………….…..7
2
Vicinity Map of Sumulong College of Arts and Sciences………….……21
ix
LIST OF APPENDICES
APPENDIX
Page
A
Certificate on Content Validation………………………………………41
B
.
C
Interview Questionnaire……………………………………………….. 42
D
Proposal and Poster of Gender Advocacy Program….……………..44
E
Curriculum Vitae…………………………………………………………48
Letter for the Respondents…………………………………………….43
x
Chapter 1
THE PROBLEM AND IT’S BACKGROUND
Introduction
In today’s generation, adolescents find their way on how their friends and
society will accept them. To satisfy their desire to be accepted, they try to mimic
what their friends do. Their speech patterns, fashions, or even the risky actions their
friends do just to feel belonged. This is called the “peer influence” and this is because
of the fear of rejection. Peer Influence is a powerful factor that shapes one’s
perspective, ideas, beliefs, and even gender identity. However, not all influences are
negative. In fact, there are positive impacts of peer influences like how peers
encourage one another to excel in academics or join physical activity in school.
Unfortunately, negative behavior often occurs in most teenagers nowadays since
most of them engage in risky actions and behaviors. While they continue doing this
behavior because they feel accepted by their friends, this can cause negative
consequences to them in the long run.
According to the study of United Way NCA (2023), Gender norms are social
standards and expectations where people govern or regulate men and women to
conduct, show, communicate and interact with others based on their gender. Gender
norms are highly built and established in our society, which have an enormous
influence on people nowadays, especially youngsters. It typically dictates men or
women to act based on their gender, they want men to always act strong,
independent and competitive, while they want women to act soft and not act like a
1
male. As a result of these stereotypes, youngsters are sometimes being shaped
negatively because of the beliefs of gender norms of the society. Gender norms are
everywhere, it is even seen in TVs, media, even inside the school, and also from
their own families. It can affect a person’s growth, understanding and also might
stop them from expressing themselves. This is one of society's problems since it is
affecting one’s self. Young people who act oppositely to their gender might be
discriminated against and also get bullied because of the gender stereotypes stuck
in the minds of the society. That’s why establishing a gender-equal world will have
an enormous impact on the growth and development of people. It will be a great
idea to break down limited gender roles and promote openness and inclusiveness.
Background of the Study
“Peer influence is a twofold process that entails a behavior by an agent of
influence that elicits conformity from the target of influence. Susceptibility describes
the likelihood that conformity will occur”. (Laursen & Faur, 2022) according to this,
stated that influence causes the approval of a person who gave a reason to imitate
its behavior, if you allow yourself to be pulled by other people to do something they
are doing, you will definitely be able to do it. It’s also because you allow yourself to
do the same as they do. On the other hand accordingly to ( Hadi, & Aryani, 2023),
“underscores the profound influence of societal norms and perceptions regarding
gender roles on students’ career preferences. This influence signifies the necessity
of further research into the subtle ways these perceptions may shape or restrict
career aspirations” According to this, whatever happens in our society, people are
2
more influenced because of this, they are more informed about what they want to
do because of the influence of the people around them. According to that influence
people’s career dreams are more hindered, they are given more insight into what
they can do.
“Gender responsiveness in the curriculum remains to be a concern for the
institution, as evidenced by the considerable disagreement between the perception
of teachers and the students” (Galacgac, 2017). This explained that there is a
significant disagreement between the perception of teachers and students regarding
gender responsiveness in the curriculum. This indicates that gender responsiveness
remains a concern for the institution. The reason for disagreement between students
and teachers is a difference in perspective and experience. Teachers can base it on
their professional experience, whereas students can base it on their personal
experience and attitudes. This may cause a difference in the understanding and
view of gender responsiveness in the curriculum. However, another reason for this
is the influence of society and culture. Students can be greatly influenced by society
and culture in their view of gender. Cultural beliefs and traditions can cause
differences in viewing gender norms. Teachers, on the other hand, may be following
the rules and regulations of the institution or society which may have different views
on gender responsiveness. On the other hand, according to (Ellemers, 2018)
“stereotypical expectations not only reflect existing differences, but also impact the
way men and women define themselves and are treated by others”. According to
this, explain based on the influence of their students, the students’ decisions and
methods are still different whether they want to follow it or not. Any decision they
3
make can cause change and affect themselves. However, men and women students
have different aspects that can lead to change and recognition of treatment
according to other people and themselves.
Realizing how peer influence affects the gender norms of an individual helps
people to get informed how these two variables work with each other and how they
affect each other. Getting informed about this topic will help people to make a
responsible decision if being influenced by their peers has a positive effect on
gender norms, as well as allowing it to influence them.
This study aims to understand the effects of peer influences in gender norms
of Senior High School students in Sumulong College of Arts and Sciences for the
School year 2024-2025. The researchers will gain insights on how the interaction
with peers and the desire to be accepted by peers contribute to formation and
reinforcement of gender norms among students. The researchers conducted this
study to contribute to our society some insights about gender normality topics and
the effect of peer influence in it.
Theoretical Framework
This study is anchored to Social Learning Theory of Albert Bandura (1977)
and updated by Kendra Cherry (2022). Bandura’s proposed theory suggests that
people learned and gained knowledge by observing their peers and imitating what
they do especially when they see that it has a positive outcome. According to
Bandura, observation of people’s behavior can be directly wherein you can interact
4
with them physically and observe it’s behavior. It can also be indirectly which is
observing the behavior through media. Actions that were rewarded and favored by
the majority were imitated and mimicked while the action that was punished or
unaccepted were avoided. K. Cherry (2022) gave a situation in her article which is
when you give a child — with no experience in playing baseball but watched a play
of it — a bat and tell to hit the ball, even if it never swung a bat before it would have
probably known how to swing it. This is probably because the child has already seen
others perform it in play either on television or in person. This shows what Bandura’s
theory proposed that learning can occur by just observing and imitating behavior.
Social Learning Theory is relevant to our study since this theory suggests
that gaining and learning knowledge through observing the behavior of people and
applying it to himself by imitation or mimicking. In this study, researchers will tackle
the effect of peer influence in gender norms. In the case of peer influence, this theory
suggests that people, especially children and adolescents, may imitate behaviors
exhibited by their peers. The theory emphasizes that learning occurred in social
environment and is facilitated by observing and imitating. As an illustration, if a peer
group values academic success, the individual may adopt it and will also value
academic success to aligned with group’s norms. On the contrary, exposure to
negative behavior can also be learned through peer influence by observing the
peers and imitating it if those behaviors were rewarded or acceptable to group’s
norms.
5
Conceptual Framework
Figure 1 presents the conceptual paradigm of the study indicates the input,
process, and output of the study.
Through J. McGrath’s IPO model, the conceptual model of the study can be
seen in three sections. The chosen model can be seen on the page below the one
that follows. The three sections include the input, process, and output. It
demonstrates how the study was successfully carried out by the researchers. The
respondent’s profile including the age, gender orientation, and grade level have
been presented in the opening frame, as well as the research questions, serving as
a reference to the input.
The process is mentioned in the second frame. It presents the process of
data gathering of the study which includes the creation and validation of instrument,
data gathering, and examination and evaluation of gathered data.
The results on the conducted research findings can be seen in the third
frame. The study’s development and progress in each frame are represented by the
arrows. In closing, after the study’s results have been collected, the feedback are
displayed in the fourth and last frame.
6
Conceptual Model
Input
Process
1. What is the profile
of the respondents in
terms of:
1.1. age
1.2.
orientation
•
gender
Output
Creating
and
validating
of
questionnaires
1.3. grade level
2. What are the
effects
of
peer
influence
to
the
gender norms of
Humanities
and
Social
Sciences
students in terms of;
2.1. gender identity
for
the
respondents.
•
Gathering data
through
questionnaires.
•
Examining and
2.2. sexual orientation
evaluating
2.3.
expression
gathered data.
gender
Effects of Peer
Influence in Gender
Norms of Senior
High
School
Students
at
Sumulong College
of
Arts
and
Sciences,
A.Y.
2023-2024: Basis
for
Gender
Advocacy
Program: Define.
3.
Is
there
a
significant difference
between the effects of
peer influence to the
gender
norms in
terms of their gender
orientation?
4. Based on the
findings, what gender
advocacy
program
may be formulated to
provide information
about the effects of
peer influence in
gender norms of
Humanities
and
Social
Sciences
Students?
Feedback
Figure 1
Paradigm showing the Relationship of the Variables
7
Statement of the Problem
This study aimed to determine the effects of peer influence on gender norms
of Grade 12 Senior High School students in Sumulong College of Arts and Sciences,
S. Y. 2023-2024. Specifically, the researchers are expected to answer the following
questions:
1. What is the profile of the respondents in terms of:
1.1. age;
1.2. sexual orientation and;
1.3. strand.
2. What are the effects of peer influence to the gender norms of Humanities and
Social Sciences students in terms of;
2.1. gender identity;
2.2. sexual orientation and;
2.3. gender expression.
3. Is there a significant difference between the effects of peer influence to the
gender norms in terms of their sexual orientation?
4. Based on the findings, what gender advocacy program may be formulated to
provide information about the effects of peer influence in gender norms of
Humanities and Social Sciences Students?
8
Hypothesis
H0: There is no a significant difference between the effects of peer influence to the
gender norms in terms of gender orientation of Grade 12 Senior High School
students in Sumulong College of Arts and Sciences.
H1: There is a significant difference between the effects of peer influence to the
gender norms in terms of gender orientation of Grade 12 Senior High School
students in Sumulong College of Arts and Sciences.
Scope and Delimitation
This study will cover the determination of the effects of peer influence in
Gender Norms. The primary subject of this research study will consist of the Grade
12 Students enrolled in academic year 2023-2024. The respondent will be limited to
150 random Grade 12 students. This study will be made inside the school of
Sumulong College of Arts and Sciences, Antipolo City. The selected studentrespondents will help the researcher to know the effects of peer influence in Gender
norms.
Significance of The Study
Students - This study can give students the knowledge on how peer
influences could affect a person’s idea on how they should act according to their
9
gender. This study can also serve as a helpful guide on how to avoid gender norms
and its possible negative effects.
Teachers - Teachers could use this study to let them think of ways on how
they could avoid gender stereotypes circling in their school’s environment and that
they could teach their students to act however they feel despite their gender.
Future Researchers - This study can be used as a valuable source for future
researchers that conduct a research study that involves gender stereotypes or
gender norms. This study can also provide them effects of peer influences causing
gender stereotypes to the environment. They could also gain knowledge about
gender norms, their impact, and effective approaches for promoting societies that
are more inclusive and equal.
Definition of Terms
For a broader understanding of this study, the following terms are defined.
Behavior. The way in which one acts or conducts oneself, especially towar
others. (Oxford Languages, 2024)
Enormous. It refers to marked by extraordinarily great size, number, or
degree,
exceeding usual bonding or accepted notions. (Merriam Webster dictionary, 2024)
10
Gender. a group of people in a society who share particular qualities or ways
of behaving which that society associates with being male, female, or another
identity. (Cambridge Dictionary, 2024)
Gender Norms. The social norms defining acceptable and appropriate
actions for women and men in a given group or society. (National library of medicine,
2019)
Imitate. An act to take or follow as a model. (Oxford Languages, 2024)
Influence. The act that is effect of someone's command or an act that cause
an effect to someone or something.
Mimic. An act of copying someone’s action, mannerism, movement, and
behavior.
Norm. An accepted standard or a way of behaving or doing things that most
people agree with. (Cambridge Dictionary, 2024)
Peer. The one belonging to the same societal group or based on age, grade,
or status. (Merriam Webster Dictionary, 2024)
Peer Influence. the influence exerted by a peer group on its individual
members to fit in with or conform to the group's norms and expectations. (American
Psychological Association, 2024)
Society. a large group of people who live together in an organized way,
making decisions about how to do things and sharing the work that needs to be
done. (Cambridge Dictionary, 2024)
11
Susceptibility. The state or fact of being likely or liable to be influenced or
harmed by a particular thing or a person's feelings, typically considered as being
easily hurt. (Oxford languages/Dictionary, 2023)
12
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents relevant studies and literature that the researchers
believe may contribute to strengthening the importance of the present study. This
chapter also presents the synthesis of peer influence theme followed by gender
norm’s theme for better and deeper comprehension of the present study.
Peer Influence
Perception of peer influence was explored by many scholars either local or foreign.
The article from NIH News in Health (2021) states that during adolescence, teens
are more likely to be influenced by their peers than other age groups because their
brains undergo some significant changes that makes them sensitive to social issues.
Additionally, the reward system in the teenage brain becomes extra sensitive, which
can further increase their responsiveness to peer influence. Furthermore, according
to Laursen, B., & Veenstra, R., (2016), Peer influence is defined as a situation
where one got affected by one or a group who are in the same age. They also stated
that the term “peer influence” is a neutral term which means it can be either negative
effect or positive effect. They conclude that peer influence has many purposes but
the most important function of it is to increase similarity between friends or groups
because similarity increases compatibility and reduces risk to accompany
differences or dissimilarity. To give the negative effect of peer influence, Li &
Guo (2016) found out that peer influence in negative behavior is more likely evident
13
to male students than female students; peer influence in smoking meanwhile is both
negative to female and male whomdid not smoke before going in college. For sexual
behavior, which is highly private, they stated that they find no evidence of peer
influence. In contrary to study of Li & Guo, Libed (2017) mentioned on her study
that students with good family and peer influence, high academic performance have
significantly higher cognitive skills and core values. Their cognitive skills also
positively affect core values.
The referenced studies and literature above are significant to present study
since they may relate to each other. Both studies and literature explore and got
deeper in understanding the concept of peer influence in different aspects whether
positively or negatively. To present better perspective and comprehensible
information to lager audience, all has undergone assessment, evaluation and
validation.
The article of NIH News in Health (2021) is significant to present study as it
states what age group peer influence usually occurs which in teens because of
significant changes of their brain during adolescence that makes them sensitive to
social issues and the reward system of teens brain is highly sensitive that leads
them to be more responsive in peer influence. This study gives an overview to
researchers on what should be the target respondents to the present study. The
study from NIH News in Health (2021) differs from the current study in that it explores
the study of peer influence can help young people develop their interpersonal skills
and help each other. However, they are similar to each other because they both
14
copy what each other does because they are motivated to do the things their friends
do.
Moreover, the study of Laursen, B., & Veenstra, R., (2016) is significant
to present study as it presents deeper, wider, and more comprehensible explanation
about peer influence and even stated that “peer influence” is a neutral term which is
relevant to present study since there is no biases intended whether there will be a
negative or positive effect of peer influence to gender norms.
To support the statement of Laursen and Veenstra (2016), two significant
studies have been presented. The study of Li & Guo (2016) presents the
negative effects of peer influence to college students. It states how badly can peer
influence effect the college students in terms of their behavior and smoking habits.
This study is significant to present study as this can be served as an idea on what
the researchers will expect on negative effects of peer influence in students.
However, the findings of the study of Libed (2017) differ from the current study as it
presents positive effect of peer influence. It is stated that students with good peer
influence usually have higher cognitive skills and core values. This finding is
significant to present study as it gives idea on what positive effect of peer influence
may give to students which is our target respondents.
Gender Norms
Different studies and literature relevant to gender norms was explored by
various researchers either local or foreign. Iacoviello, Valsecchi, Vétois &
15
Falomir-Pichastor (2014) state in their study that changes in gender norms can have
different effects depending on social groups. Stated in their research that in the past
researches, changes in gender norms can trigger defensive behavior in adults who
aimed to preserve traditional gender norms especially men who strongly attached
to these norms and view these changes as a threat. Young adolescents, meanwhile,
are less resistant to these changes with their more malleable identities and
openness to new norms. Llige (2023) explored how Philippine government shaped
gender norms through the awardees of an institutionalized award system called the
“Presidential Awards for Filipino Individuals and Organizations Overseas”
(PAFIOO). Stated in this research that there are two two identity frames bestowed
on the winners of PAFIOO. First is the “hero/heroine figure” which emphasizes
women awardees were framed as a mother figure regardless of their civil status.
Second is the commodity identity which emphasizes men awardees and their
masculine-related fields. Furthermore, Llige (2023) reveals that PAFIOO is
imbalanced in awarding since they award men more than women for the past threedecades. Moreover, Liwag, Ramirez & Santiago (2022) stated in their study
that literary text influenced the social constructions of children’s perceptions about
gender, it makes children associate ideas and things based on the gender of an
individual. The study also revealed that children can be more influenced by stories
if the roles were played by human characters.
The study of Iacoviello, Valsecchi, Vétois & Falomir-Pichastor (2014) is
different from current study since it explored how gender norms affect society as
well as how the changes on it affects different social groups, young people
16
specifically. However, it is similar in each other since both explored the perspective
of young individuals when it comes to gender norms and how open they are in
changes on it.
Moreover, the study of Llige (2023) is significant to current study since both
give insights how gender norms was viewed or framed in Philippines. It is based on
their genders where in most women framed to be feminine and men framed to be
masculine. However, it differs since the study of Llige (2023) depends on how
PAFIOO awards the citizens in Philippines.
Furthermore, the study of Liwag, Ramirez & Santiago (2022) is highly
significant to our study since both give insights on how perspectives of young
individuals in gender norms were influenced. However, it differs in focus since the
manipulator in the study of Liwag, Ramirez & Santiago (2022) is literary text
while in the current study is peer influences.
It is evident that the various insights and concepts found in the related studies
and literature are relevant to the present research study. Researchers found out that
peers are a big factor that can shape individuals’ beliefs, perspectives, and even
practices. Researchers also found that peer influence can’t always be positive, but
it can also be negative that’s why it is important for people to know and distinguish
whether their peers influence them positively or not to avoid worse consequences
of their risky behaviors they took influenced by their peers. Researchers have gained
17
knowledge about different views of gender norms in different social groups and
society also.
18
Chapter 3
RESEARCH METHODOLOGY
This research was conducted in order to determine the effects of peer
influence on gender normality of Grade 12 students. The advantages and
disadvantages as well as the reliability of this instrument were also part of the
objectives. In order to answer these research goals, the researcher opted to obtain
the view of Grade 12 Senior High School students in line with this topic. Specifically,
a total of 150 respondents from Grade 12 Senior High School students within
Sumulong College and Arts and Sciences were randomly selected to make up the
sample. Selected participants answered a survey questionnaire structure in Likert
format. Data gathered from this research instrument were then computed for
interpretation.
Research Design
Descriptive research was used in this study. With the goal to give a more
thorough comprehension of the method of descriptive research, Philomath
Research (2023) emphasized that the primary objective of descriptive type of
research consists of providing an evaluated account of an individual’s experiences.
For the purpose to determine the answers provided by the respondents, it is done
by assessing the data which has been obtained via surveys, interviews,
experimentation, and observation. Researchers may utilize statistical methods to
19
discover responses for huge quantities of data and to provide helpful instruments
for addressing questions related to the study.
To be able to accumulate the information that was required, the researchers
produced questionnaires in Likert format during their survey investigation. The
researchers used a simple-random sampling procedure as a sampling method
where in respondents randomly and based on pure chance. The approach that was
used was Heuristic approach where 10% of the total population of Grade 12
students are being selected randomly to be surveyed.
The researchers chose this design because of its conveniency and because
it is accurate to research title. Furthermore, this research design helps the
researchers to make their data gathering to be more successful and effective.
Setting of the Study
The study was conducted at Sumulong College of Art and Sciences (SCAS),
which is a private and non-sectarian institution located in M.L Quezon Extension,
Brgy. Dalig, Antipolo City.
This institution is named after Lorenzo S. Sumulong, a respected leader from
the well-known Sumulong family of Antipolo City. Established as a part of legacy of
Antipolo’s Sumulong Family, Sumulong College of Arts and Sciences is in its fervent
mission to hone young minds in various scholastic discipline in preparation for their
active involvement in society whether it is in business, governance, or civil service.
20
At present, this school offers Senior High School Curriculum Program with Academic
and Technical-Vocational and Livelihood tracks.
Vicinity Map
Figure 2
Vicinity Map of Sumulong College of Art and Sciences
21
Subject of the Study
The subjects of the study were 150 Grade 12 Senior High School students
of Sumulong College of Arts and Sciences enrolled for the school year of 20232024. A heuristics approach was used in computing the sample size and simplerandom sampling procedure in selecting the respondents. This approach and
sampling procedure was chosen because of its convenience.
Sources of Data
The study conducted by the researchers utilized a test in order to gather
needed information and data. This test helps the researchers acquire data in a short
period of time.
The researchers used a survey questionnaire as the instrument for gathering
data and information from the respondents of the study.
The questionnaire will be given to 150 students at Sumulong College of Arts
and Sciences.
The first part is to get the respondents profile and information consisting of
Age, sex and Strand. The second part of the data survey questionnaire has five (5)
item each category that evaluates the respondent’s sexual orientation when
showing specific action to determine it's effect to grade 12 Humanities and social
Science (HUMSS) Students. The third part can be determined by calculating the
22
results through ANOVA method answering the third question in the statement of the
problem based on the hypothesis.
The data needed for this study was gathered from grade 12 students through
a research, the researchers conduct a data survey checklist consisted of two parts:
The first one contains the profile the respondents including the age, sex and strand.
While the second part include effects of peer influence to gender norms related
questions that divided at three categories which are gender identity, sexual
orientation and gender expression, each category has five (5) items to begin with.
The following rating scale was used in rating each item with corresponding
verbal interpretation.
Scale
Range
Verbal Interpretation
5
4.21-5.00
Strongly Agree
4
3.41-4.20
Agree
3
2.61-3.40
Neither/Nor Agree
2
1.81-2.60
Disagree
1
1.00-1.80
Strongly Disagree
Procedure of Study
The procedure for this study involved a multi-step process. The researchers
come up with three titles that is connected to their strand, Humanities and Social
23
Sciences, and presented it to research critics and instructors for the approval, one
of which was subsequently accepted and modified to become the final title. After the
approval, researchers started working in the study with the help of the several
website articles, studies, and literatures. The first two chapters were done through
careful and thoroughanalysis. The third chapter, on the other hand, required actual
work on the field since it is where the researchers will formulate questions regarding
the effects of peer influence on gender norms to conduct data gathering through the
use of a Likert questionnaire survey. The researchers made a letter to ask
permission to conduct study, before conducting data gathering. Finally, the
researchers compiled all the responses of their respondents and moved on to
Chapters 4 and 6.
Statistical Treatment
To give a better understanding to the data gathered in the study, the following
statistical treatments were used. Some statistical formulas that were used in this
study included frequency, and mean. The following statistical treatments were used
by the researchers for the analysis of the data:
1. To determine the profile of the students, Frequency Distribution was used.
2. To determine the total number of respondents, the researcher’s used
Frequency Distribution.
3. To determine the sample size needed in the study using the Heuristics
Approach.
24
4. To determine the significant effect of peer influence in gender norms of grade
12 senior high school students, the researchers used the Analysis of Variance
(ANOVA).
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results of the statistical analysis done and
interpretation of data relative to the questions raised to assess the extent of effects
of peer influence in gender norms of Grade 12 Students of Sumulong College of
Arts and Sciences. Data were presented through table following the sequence of
the specific research problem regarding the effects of peer influence in gender
norms of Grade 12 students in Sumulong College of Arts and Sciences.
Profile of the Respondents in Terms of Age, Sexual Orientation, and Strand.
Table 1 presents the frequency, percentage, and rank distribution of the
respondents in terms of Age.
Table 1
Profile of the Respondents in Terms of Age
Age
17
18
19
20
21
Total:
Frequency
39
82
20
7
2
150
Percentage
26%
55%
13%
5%
1%
100
25
Rank
2
1
3
4
5
According to the table above, the highest ranking among the age among
respondents is 18 years old, with a frequency of 82 or 55%. In second place is the
age of 17 years old, with the frequency of 39 or 26%. In third place is the age of 19
years old, with a frequency of 20 or 13%. Next place is the age of 20 years old, with
the frequency of 7 or 5%. Followed by the last place, 21 years old with the frequency
of 2 or 1%. This means the most Grade 12 students at Sumulong College of Arts
and Sciences.
Table 2 represents the frequency, percentage, and rank distribution of the
respondents in terms of Sexual Orientation
Table 2
Profile of the respondents in terms of Sexual Orientation
Sexual
Orientation
Heterosexual
Homosexual
Total:
Frequency
Percentage
Rank
147
3
150
98%
2%
100
1
2
This table shows that the respondents with the most numbers in terms of
sexual orientation is heterosexual with the frequency of 98% and the rest are
homosexual with the frequency of 2%, meaning that there are more heterosexual
than homosexual students in Grade 12 at Sumulong College of Arts and Sciences.
Table 3 presents the frequency, percentage, and rank distribution of the
respondents in terms of Strand
26
Table 3
Profile of the Respondents in Terms of Strand
Strand
ABM
HUMSS
STEM
GAS
ICT
HE
Total:
Frequency
27
47
39
11
16
11
150
Percentage
18%
31%
26%
7%
11%
7%
100%
Rank
3
1
2
5
4
5
This table shows that the respondents with the highest numbers in terms of
their strand is Humanities and Social Sciences (HUMSS) with the percent of 31%,
In the second ranking, Science, Technology, Engineering, and Mathematics (STEM)
with the weighted percent of 26%. The least frequency of the respondents that
answered were both General Academics Strand (GAS) and Home Economics (HE)
with the average of 7%. This table means that Humanities and Social Sciences
strand were the most students that were interviewed.
Table 4 presents the computed weighted mean in terms of regarding the
effects of peer influence in gender norms of Grade 12 students in Sumulong College
of Arts and Sciences regarding their gender identity.
27
Table 4
Computed Weighted Mean in Terms of Regarding the Effects of Peer
Influence in Gender Norms in Their Gender Identity
1. Gender Identity
Weighted
Mean
Verbal
Interpretation
Rank
I change my gender identity to feel
accepted by my friends
1.77
Strongly
Disagree
5
I gradually change my gender identity
to the more I hang out to them
1.82
Disagree
4
My friend/s encourage me to align my
gender identity to my sex assigned at
birth
2.24
Disagree
1
I mimic my friend/s gender identity
because I want to be like them.
1.86
Disagree
3
I would prefer to have the same
gender identity as my friend/s to keep
the group norms withi our group
2.05
Disagree
2
Overall Mean
1.95
Disagree
Table number 4 indicates the extent to which gender norms are influenced by
peers when it comes to gender identity it is shown that statement number 3, which
devours, "My friend/s encourage me to align my gender identity to my sex assigned
at birth," has the highest computed weighted mean of 2.24, expressed as
"Disagree," and is ranked number 1 in the computational data. The statement
number 5, that carries a weighted mean of 2.05 that is expressed as "Disagree,"
appears second which it declares, "I would prefer to have the same gender identity
as my friend/s to keep the group norms within our group." Lastly, the first statement,
28
"I change my gender identity to feel accepted by my friends," was positioned fifth
and received a calculated weighted mean of 1.77, indicating "Strongly Disagree."
The overall mean in the data that was gathered is 1.95 backed up with verbal
interpretation of “Disagree”. This data simply explains that majority of the Grade 12
students in Sumulong College of Arts and Sciences were not influenced by their
colleagues or peers in changing their genders and not feel pressured with their
friends in changing their gender identity and aligning it to their sex birth.
The findings are in the relation in the study of Lacoviello, Valsecchi, Vétois &
Falomir Pichastor (2014). It is stated in their study that changes in gender norms
may differ depending on the social group there are in. Meaning, if their peers are
not preserving traditional gender stereotypes, the respondents would not be
pressured by changing their genders and aligning their genders in their sex since
birth.
Table 5 presents the computed weighted mean in terms of regarding the
effects of peer influence in gender norms of Grade 12 students in Sumulong College
of Arts and Sciences regarding their sexual orientation.
Table 5
Computed Weighted Mean in Terms of Regarding the Effects of Peer
Influence in Gender Norms of Their Sexual Orientation
2. Sexual Orientation
Weighted
Mean
29
Verbal
Interpretation
Rank
My friends had an influence on the people
I found attractive.
2.52
Disagree
1
I feel any pressure from my friends
regarding who I’m attracted to.
2.17
Disagree
3
I have found myself attracted to the same
genders that my friends are attracted to
2.18
Disagree
2
I follow the dating preference pattern of
my same sex assigned at birth friend/s.
2.15
Disagree
4
I look at my friend/s’ dating pattern as
reference on who I will be attracted to.
1.96
Disagree
5
Overall Mean
2.20
Disagree
Table 5 shows that the first statement which was “My friend/s had an influence
on the people I found attractive”, with the weighted mean of 2.52 expressed as
“Disagree” was the highest among the statements and is ranked 1. The third
statement that states “I have found myself attracted to the same genders that my
friends are attracted to” with the weighted mean of 2.18 comes up next and is ranked
number 2 with the verbal interpretation of “Disagree”. The fifth statement which was
“I look at my friend/s dating pattern as reference on who I will be attracted to” with
the computed weighted mean of 1.96, the last and was ranked number 5 with the
verbal interpretation of “Disagree”
The overall mean of the whole data in terms of Sexual Orientation is 2.20
expressed as “Disagree”. The data means that majority of the Grade 12 Students of
Sumulong College of Arts and Sciences disagreed that they are being influenced by
their peers on who they will be attracted to.
30
This information is associated with the study of Laursen, B., and Veenstra,
R., (2016), who concluded that the concept of "peer influence" is objective, thus
making it acceptable to the present research since it has no speculation concerning
the way peer influence influences gender standards, whether either positively or
negatively. Here, peers has multiple effects upon individuals, which may be positive
or bad.
Table 6 presents the computed weighted mean in terms of regarding the
effects of peer influence in gender norms of Grade 12 students in Sumulong College
of Arts and Sciences regarding their gender expression.
Table 6
Computed Weighted Mean in Terms of Regarding the Effects of Peer
Influence in Gender Norms of Their Gender Expression
3. Gender Expression
Weighted
Mean
Verbal
Interpretation
Rank
I dress similarly to my friends with the
same assigned sex at birth, despite our
different gender identities.
2.25
Disagree
3
I got influence on how my friend/s act
to feel that I’m belong to the group and
to fit in.
2.31
Disagree
1
I mimic my friend/s’ public expression
2.18
Disagree
4
I’m too dependent to a friend/s that has
the same sex assigned as birth as I am
on how I should act in society
2.14
Disagree
5
31
I express myself
femininely/masculinely because my
friends do the same based on their
assigned sex at birth.
2.23
Disagree
Overall Mean
2.22
Disagree
2
Table 6 shows that the second statement which is “I got influenced on how
my friend/s act to feel that I’m belong to the group and to fit it” with the weighted
mean of 2.31 expressed as “Disagree” was the highest and ranked number 1.
Followed by the fifth statement which was “I express myself femininely/masculinely
because my friend/s do the same based on their assigned sex at birth.” with the
weighted mean of 2.23 expressed as “Disagree” that was ranked second. The fourth
statement which was “I’m too dependent to a friend/s that has the same sex
assigned at birth as I am on how I should act in society.” Was the lowest having the
mean of 2.14 expressed as “Disagree” and was the fifth in the rank.
The overall weighted mean was 2.22 expressed as “Disagree”, this means
that the Grade 12 students of Sumulong College of Arts and Sciences are
disagreeing that they are not influenced by their peers in terms of their gender
expression in public. They still have the freedom to express themselves without
being influenced by their peers.
This data is connected with the study of Laursen, B., & Veenstra, R.,
(2016) where they stated that it additionally asserts that the concept of "peer
influence" is unbiased, making it applicable to the present research since it doesn't
make assumptions about either peer influence might have a good or negative impact
32
on gender norms. Meaning in this case, peer influences happen to have different
effects on people that could positively or negatively affect them.
Table 7 presents the significant difference between the effects of peer
influence to the gender norms in terms of their sexual orientation.
Table 7
Significant Difference Between The Effects Of Peer Influence To The Gender
Norms In Terms Of Their Sexual Orientation.
Sexual
F-comp
P-value
H0
VI
0.28
0.60
ACCEPTED
NOT
Orientation
SIGNIFICANT
The table shows that there is no significant difference between the effects of
peer influence to the gender norms in terms of their sexual orientation, Since the P
-value is 0.60, the null hypothesis is accepted. The null hypothesis is chosen to be
accepted based on the p-value. This result shows that sexual orientation used to
not affect the students actions in terms of sexual orientation. Regardless of how
students used sexual orientation to act, it cannot be denied that the students used
to act based their sexual orientation just to fit in society and does not indeed affect
student’s sexual orientation.
33
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter provide a summary of the findings and conclusions obtained
throughout the research to figure out the impacts and possible remedies for the
research on the effects of peer influence in gender norms among Grade 12 students
at Sumulong College of Arts and Sciences.
This chapter additionally includes recommendations that can help grade 12
students and extend their understanding of the effects of peer influence on gender
norms.
Summary of findings
The findings of the study were summarized according to the statement of the
problem stated in Chapter 1.
1. What is the profile of the respondents in terms of:
1.1 In terms of age, the majority of the respondents are 18 years old with the
frequency of 82 or 55%.
1.2 The majority of respondents in terms of sexual orientation are
Heterosexual, with the frequency of 147 or 98%. While the Homosexual
group have a frequency of 3 or 2%.
1.3 In terms of strand, most of the respondents are from the Humanities and
social Sciences (HUMSS), with the frequency of 47 or 31%.
34
2. What are the effects of peer influence to the gender norms of Grade 12
Senior High School Students in terms of;
2.1.
Gender identity - Their peers did not influence on them in terms of their
gender identity and not feel pressured in changing their genders and
aligning it to their sex since birth. On this, find that peer influence
doesn't have effect in terms on their gender identity.
2.2.
Sexual Orientation - Their peers have influence them on their dating
pattern and people who will they be attracted to. On this, find that peer
influence have a effect in terms on their sexual orientation.
2.3.
Gender Expression - Their peers doesn't have effect, they are not
influenced by how their friend acts to make them feel like they belong
to the group. on this, find that peer influence doesn't have effect in
terms on their gender expression.
3. Is there a significant difference between the effects of peer influence to
the gender norms in terms of their sexual orientation?
Based on the data gathered, it shows that there is no significant
difference between the effects of peer influence to the gender norms in terms
of their sexual orientation, since the computed p-value is 0.60. Null
hypothesis has been accepted.
4. Based on the finding, what gender advocacy program may be
formulated to provide information about the effects of peer influence in
gender norms of Humanities and Social Sciences Students?
35
Based on the findings, the gender advocacy program that can be developed
to provide information about the effects of peer influence on students' gender
norms is the "Gender Advocacy Program." This program makes students feel
valued about themselves and feel free to express who they are and whatever
gender they have. It also shows that they have the freedom to do whatever they
want and follow the decision they make without being controlled or influenced by
their peers.
Conclusion
The following findings that were discovered by the researchers were:
1. The majority of the respondents that participated in this study are 18 years
old and are HUMSS students.
2. The findings revealed that their Peers has influenced their sexual orientation
in a way that their dating pattern is dependent on their friends as well as the
people who will they be attracted to. Gender Identity and Gender Expression,
meanwhile, are not affected by peer influence.
3. The findings revealed that there has no significant difference between peer
influence and gender norms of Grade 12 students in terms of their sexual
orientation.
36
Recommendations
This study revealed the Effects of Peer Influence in Gender Norms of G12
Senior High School Students at Sumulong College of Arts And Sciences. Thus, the
following recommendations are hereby presented:
1. Based on the findings, the researchers encourage the students to attend
gender advocacy programs that may guide them in knowing the possible
effects of peer influence on gender norms.
2. Based on the findings, the researchers encourage teachers to include
information about the effects of peer influence on gender norms in their
lessons so their students will be aware of its effects.
3. Based on the findings, the researchers recommend to future researchers that
they may conduct a study about the effectiveness of gender advocacy
programs.
4. The researchers also recommend to school that they may conduct a gender
advocacy program that tackles how the peer influences affect gender norms
of Grade 12 students and provide advises on how to combat negative effects
of it.
37
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40
APENDIX A
CERTIFICATE ON CONTENT VALIDATION
41
APENDIX B
SURVEY QUESTIONNARE
42
APENDIX C
LETTER FOR THE RESPONDENTS
43
APENDIX D
PROPOSAL AND POSTER OF GENDER ADVOCACY PROGRAM
44
45
46
47
APENDIX E
CURRICULUM VITAE
NAME: Adrian B. Guanzon
AGE: 19
ADDRESS: Purok 19 San Lorenzo Ruiz Barangay San Roque Antipolo City
DATE OF BIRTH: March 4. 2005
PLACE OF BIRTH: Antipolo City
CIVIL STATUS: Single
RELIGION: Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Andrebon B. Guanzon
MOTHER'S NAME: Carmelita B. Guanzon
LANGUAGE/S SPOKEN: Tagalog /English
SOCIAL MEDIA ADDRESS: drnguanzon@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018 Lores Elementary School
2018-2022 San Roque National High School
2022-2024 Sumulong College of Arts and Sciences
48
NAME: Aleonah Faye C. Tica
AGE: 18
ADDRESS:#18 Martinez St. Brgy. San Roque, Antipolo City.
DATE OF BIRTH: October 31, 2005
PLACE OF BIRTH: Shalom Christian Bahay Pa-anakan, Antipolo City.
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Arnold P. Tica
MOTHER'S NAME: Leonife C. Tica
LANGUAGE/S SPOKEN: Tagalog/English
SOCIAL MEDIA ADDRESS:
aleonahtica@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018 Juan Sumulong Elementary School
2018-2022 Dela Paz National High School
2022-2024 Sumulong College of Arts and Sciences
49
NAME: Sabado, Athena Cyra
AGE: 18
ADDRESS: Blk 2 Lot 5 Via Bianca, Varese Heights Estate, Brgy. Dela Paz,
Antipolo City, Rizal
DATE OF BIRTH: May 23, 2006
PLACE OF BIRTH: Pasig City
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER'S NAME:
MOTHER'S NAME: Amor S. Sabado
LANGUAGE/S SPOKEN: Tagalog and English
SOCIAL MEDIA ADDRESS: Facebook - Athena
EDUCATIONAL BACKGROUND:
2012-2014: Little Ones Integrated School
2014-2019: Firm Foundation School for Children
2019-2020: Shepherd Angels Christian School
2020-2022: School of Everlasting Pearl Inc
2022-2023: Sumulong College of Arts and Sciences
2023-2024: Sumulong College of Arts and Sciences
50
NAME: Christian Earl L. pedojan
AGE: 18
ADDRESS: Mahabang Parang, Angono Rizal
DATE OF BIRTH: September 24, 2005
PLACE OF BIRTH: San andress manila
CIVIL STATUS: Single
RELIGION: Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Peter Pedojan
MOTHER'S NAME: Glenda Pedojan
LANGUAGE/S SPOKEN: Tagalog /English
SOCIAL MEDIA ADDRESS: pedojanm@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018 Doña nieves songco memorial school
2018-2022 Carlos botong V. Francisco
2022-2024 Sumulong College of Arts and Sciences
51
NAME: JAYJAY P. ESTEBAN
AGE: 18
ADDRESS: San Agustin, San Roque Antipolo City
DATE OF BIRTH: January 23, 2006
PLACE OF BIRTH: angono rizal
CIVIL STATUS: Single
RELIGION: Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Jing P. Esteban
MOTHER'S NAME: Gina P. Esteban
LANGUAGE/S SPOKEN: Tagalog
SOCIAL MEDIA ADDRESS: jayjayesteban27@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018 Nazarene ville Elementary School
2018-2022 San roque National High School
2022-2024 Sumulong College of Arts and Sciences
52
NAME: Jhon adrian deborde
AGE: 18
ADDRESS: Purok7 Zone2 Brgy. Mahabang parang Angono rizal
DATE OF BIRTH: March 26 2006
PLACE OF BIRTH: Antipolo city
CIVIL STATUS: Single
RELIGION: Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Andy deborde
MOTHER'S NAME: Arcely Batalla
LANGUAGE/S SPOKEN: Tagalog/English
SOCIAL MEDIA ADDRESS: Jhonadriandeborde@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018: Dona ñieves Elementary school
2018-2022: Carlos botong National High School
2022-2024: Sumulong College of Arts and Sciences
53
NAME: Joanna S. Aguyo
AGE: 19
ADDRESS: Zone 34 Sitio Pinagpala Brgy. San Roque, Antipolo City.
DATE OF BIRTH: June 1, 2005
PLACE OF BIRTH: Taytay Rizal
CIVIL STATUS: Single
RELIGION: Born-again Christian
CITIZENSHIP: Filipino
FATHER'S NAME: Robert M. Aguyo
MOTHER'S NAME: Nenita S. Aguyo
LANGUAGE/S SPOKEN: Tagalog/English
SOCIAL MEDIA ADDRESS: joannaaguyo@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018: Lores Elementary School
2018-2022: San Roque National High School
2022-2024: Sumulong College of Arts and Sciences
54
NAME: Trisha Mae. L. Garrote
AGE: 18
ADDRESS: Buliran Rd. Zapanta Comp. Brgy. San Luis, Antipolo City.
DATE OF BIRTH: November 13, 2005
PLACE OF BIRTH: Amang Rodriguez Medical Center, Marikina City
CIVIL STATUS: Single
RELIGION: Catholic
CITIZENSHIP: Filipino
FATHER'S NAME: Mark M. Garrote
MOTHER'S NAME: Teresa B. Laguidao
LANGUAGE/S SPOKEN: Tagalog /English
SOCIAL MEDIA ADDRESS: trishagarrote244@gmail.com
EDUCATIONAL BACKGROUND:
2012-2018 San Isidro Elementary School
2018-2022 San Jose National High School
2022-2024 Sumulong College of Arts and Sciences
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