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Martes, Marso 14, 2017

REVIEW OF RELATED LITERATURE

(Charlyn Barnachea)

This chapter presents a review related literature and studies related to choice of specialization of senior high school students. The chapter includes the following topics: senior high school, factors that influence the choice of specialization of students, theoretical framework, and conceptual framework.

Senior High School

Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks (Official Gazette, 2012). Senior High School (SHS) covers the last two years of the K to 12 program and includes Grades 11 and 12. In SHS, students will go through a core curriculum and subjects under a track of their choice (http://k12philippines.com/, n.d). The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneur ship. Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Accountancy, Business Management (ABM); Humanities and Social Sciences (HUMSS); and Science, Technology, Engineering, Mathematics (STEM). Students undergo immersion, which may Include earn-while-you-learn opportunities, to provide them relevant exposure and actual experience in their chosen track (Official Gazette, 2012).

Filipinos are known to be competitive in the international community. However, our current education system hinders us from becoming even more competitive. Starting in the 2012-2013 school year, the education system of the Philippines was enhanced from the ten years of basic education to a 12-year program through an initiative called the K-12 Education Plan sponsored by the Department of Education (HubPages Inc. 2016). The K-12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb basic competencies. The K-12 program accelerates mutual recognition of Filipino graduates and professionals in other countries (K-12 Philippines, 2015)

Factors that influence the choice of specialization of students

The following are literature reviews and studies related factors that influence senior high school students in their choosing track/strand: future opportunities/ideal job, personality, family, and peer/classmate.

Future Opportunities/ Ideal Job

The earning potential of your chosen profession is likely to be a factor that influences your career path. You may find one aspect of your career is more financially rewarding than another, or that working your way through the ranks holds greater financial incentive than staying in the same job. Your personal financial needs are also likely to influence the career choices you make. Opportunity is the third factor that has shaped career choices for students. Opportunity may influence how students have perceived their future in terms of the reasonable probability of a future in particular career fields. The issue of poverty has played an important determining role in the opportunities available to all (McQuerrey, 2006)

Opportunities in career choice would include academic settings, technical schools, entry level

job openings, job shadowing, vocational guidance, job placement, and industry

Contacts (Kroll, Dinklage, Lee, Morley, & Wilson, 1970)

Personality

“Personality” plays an important role in the choosing of the right career. A student‟s personality must be self motivated type, as to investigate career possibilities from early on in their lives, and not the procrastinating type that waits till they are compelled to decide. Students must take seriously the role grades play in limiting opportunities in the future. Splaver went on to say “It is important for you to have a good understanding of yourself, your personality, if you are to make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable for particular jobs also has been found to be influenced by a number of factors including ethnic background, year in school, level of achievement, choice of science subjects, attitudes and differences in job characteristics (McQuaid and Bond, 2003).

Most of the students lack adequate information regarding various careers hence the choices that they make are embedded in their perception of the ideal job and the subjects they study in secondary school (Taylor et al, 2004)

Family

Parents often have an influence on the career paths their offspring pursue. A parent may urge a child into a vocation similar to their own, or to one that has demonstrated high earning power. You may find yourself attracted to a particular line of work because of your parents’ professional history, which likely has given you a first-hand perspective on that type of work. Many children grow up idealizing the professions of their parents. If you always looked up to your mother and admired her teaching skills, that may influence you to pursue a career in education. Parents may also intentionally or unintentionally push a child toward a particular career path, especially in the cases of family-owned businesses, where parents expect their children to take over the company. Still other parents apply pressure on their offspring to strive for particular high-profile careers, feeling they are encouraging their children to reach high (McQuerrey, 2006)

One consistent finding in research suggests that adolescents’ own aspirations are influenced by their parent’s aspirations or expectations. Parental support and encouragement are important factors that have been found to influence career choice. Children may choose what their parents desire simply to please them (Taylor et al, 2004)

Peer/Classmate

Pummel, Harwood and Lavallee (2008) report that the external influences that help to shape an individual’s career choice are also influenced by significant others through social support from peers. People around contribute a lot in one’s decision-making .Friends may influence an individual choice of career . Individual interest may be affected by peers for the reason that one wants to be with them in fulfilling dreams or a certain career . Classmates also play an important role in the formation of student’s achievement, related beliefs and values , even if these classmates do not always correspond with the peer group of leisure-time friends (Frenzel, Goets, Pekrun & Watt , 2010). Id n a cross-sectional study relating aspects of classroom climate to student enjoyment , Frenzel ,Pekrun and Goetz (2007) reported that class aggregated student perceptions of classroom values were significantly and positively related to students’ enjoyment . Developments of students interest were really affected by their peers and classmates.

Theoretical Framework

According to Elmer(1989) as cited in Arguelles & Miranda (2014) , specialization planning is life goal setting. Sound decision -making is a need to prevent any misfits and to assist students in the process of solidifying their course specialization. Below are several theories on the choice of specialization.

First, Gottfredson’s theory, occupational aspirations are a reflection of one’s self-concept. People seek occupations that (a) arc congruent with their self-image and (b) reflect their knowledge of different occupations. This theory describes that students become attracted to certain specialization. According to this theory,self-concept is the key to specialization selection. Students tend to choose jobs that are compatible with their personality. The key determinants according to the theory are one’s social class, level of intelligence and experiences with sex typing. In the study of Siguan Jr., (1994) as cited in Sonsona (2012) self-concept was also found significant on the choice of specialization of students. Another is Holland’s theory of career choice suggested that people can function and develop best and find jobs satisfaction in work environments that are compatible with with their personalities. People tend to choose a career that is reflective of their personality. Holland (1994), suggest that the closer the match of personality to job, the greater the satisfaction. Holland’s theory places emphasis on the accuracy of self-knowledge and career information necessary for career decision making (Zunker, 1994 p. 49) as cited in Abernathy (2003).

Additionally, Socioeconomic theory suggest that many people follow path of least resistance in their career development by simply falling into whatever work opportunities happen to come their way. Furthermore, happenstance theory says that people choose their career based on what they learned. Certain behaviors are modeled, rewarded, and reinforced.

Sonsona (2012) further cited the need approach of Roe (1993) which gives emphasis on the role of early childhood experiences in finding satisfaction in one’s choosen field. Thereupon, structure of individual would be greatly influenced by early childhood frustration and satisfaction. Personalities and backgrounds determines an individuals choice of specialization. To Holland (2000) as cited in Sonsona (2012), specialization choice is an expression or an extension of personality into the world of work followed by subsequent identification with specific occupational stereotype. This approach can also have in explaining why certain students choose their strand as their specialization.

Conceptual Framework

The reviewed materials suggest that there are varied factors that affect the decisions of senior high school students in choosing their field of specialization. These factors ranged from future opportunities, personality, family, and peer/classmate. In this study, the choice of specialization is dependent on the said factors.

The Bounce Back of ROTC

By: Charlyn D. Barnachea

ROTC stands for Reserve Officer Training Corps. It's a college program offered at more than 1,000 colleges and universities across the United States that prepares young adults to become officers in the U.S. Military. ...

In today’s generation there is a Senior High School in the Philippines. President Rodrigo Duterte wants the mandatory Reserve Officers' Training Course back in the country's schools, this time for those in Grade 11 and 12. He said that the mandatory ROTC program will be applicable to both public and private schools.

The advantages are hopefully the extra two years give them time to know what they really want to become. Immediate work after high school, without needing an extra TESDA certificate or passing college requirements such as NSTP and board examinations. More job openings for work that previously required a two-year college course. An extra 2 years deprives a family of income in a society where the issue of poverty has not been addressed.

The disadvantages are the gap during the transition. Depending on how the change is made. Major disadvantage is that it's an additional two years to earn a degree. People work later, they earn money later. And in this country, where a lot of children support their family and parents, that's a major disadvantage.. The disadvantages of the K-12 program are the lack of classrooms and the bloating of the curriculum - you simply stretched the 10 years of the current curriculum to 12 years of curriculum - there is no improvement in content - and lack of teachers.

We do realize that there are many college graduates who are launched quite early in the employment game and they are often without jobs. But this all the more argues for the strategy that the employment problem must be resolved. K-12 graduates will only face the same problem.

In line with this I agree for the imposition of ROTC in Senior High School for the discipline of the students to enter college more mature on the next years/generation. ROTC develops personality and leadership skills that cadets may use to help them build successful civilian careers someday. Imbued with forthright moral values, the Corps dedicates itself to excellence and leadership aimed on nation-building and socio-civic welfare, through humanitarian assistance and ready response utilizing competencies learned intended for public service.

Book Review: The Ghost of Blackwood Hall

By Carolyn Keene

(Charlyn Barnachea)

The Nancy Drew story was all about the mystery of the detective also the Nancy Drew books were written by ghost writers. “Carolyn Keene” is the pen name of the authors of Nancy Drew Mystery stories produced by Stratemeyer Syndicate founded by Edward Stratemeyer. The twenty-fifth of Nancy Drew Mystery book series is entitled “THE GHOST OF BLACKWOOD HALL” by Carolyn Keene. This book is intended for those young readers who are engrossed in thriller or suspense kind of genre in reading. A mystery story that is very fascinating as the young detective investigates the rumors about the stolen jewelry of Mrs. Putney that search for the thieves takes the teen-age detective and her friends Bess and George to the colorful French Quarter in New Orleans.

Characterization

Nancy Drew is a girl detective had inherited both age and keen intelligence also she ia the best amateur detective in River Heights. The first case Nancy had worked on with her father was “The Secret of the Old Clock”. Carson Drew is the father of Nancy Drew also an outstanding criminal lawyer. Togo is the fox terrier of Nancy Drew Mr. Freeman the jeweler. Mrs. Putney is a widow. She lives alone and is considered rather odd by her neighbors. Hannah Gruen is the family housekeeper of the Drew’s family. Mr. Bigelow is one of the owners of Bigelow Company. Howard Brex the salesman and former designer for a New Orleans house. He is not a bad-looking fellow-tall, dark, slender, and a smooth talker and went to prison for fraud. Bess Marvin and George Fayne are the friends of Nancy Drew that will help her to her mission. Msr. Johnson is the head of the company, was the most cooperative. He studied the imitation jewelry that Nancy showed him.

Plot

The Ghost of Blackwood Hall was a great story in which reader love to read about the mystery detective book series. Mr. Freeman went to Drew’s house to ask Nancy help the old customer and friend and that old woman was Mrs. Putney. They come to Nancy’s house to reveal the mystery of Mrs. Putney. With that Nancy was help her to resolve that mystery with her friends Bess and George also Mr. Carson Drew help her daughter. Nancy, Bess and George went to Orleans to track the thief. They got the strange adventure that Nancy had vanished from the studio but Nancy went to the hotel where they are staying her hair was disheveled and her clothing wrinkled and soiled.

When Mrs. Putney seeks Nancy Drew’s help in recovering her stolen jewelry, the search for the thieves takes the teen-age detective and her friends Bess and George to the colorful French Quarter in New Orleans. But the quest is hampered by the strange behavior of Mrs. Putney and two young women who are being victimized by so-called spirits.

The young sleuth’s investigations lead her to a deserted old mansion haunted by a phantom organist. Nancy uses her own ghostlike tactics to outwit the ghost of Blackwood Hall and aids the police in capturing a group of sinister racketeers will keep the reader tense with suspense.

Art and Delivery

Keene uses clever words in where she tells stories that is realistic. She describes the place, also describes the characters does. This is nice story because they give more details like pictures that it was easy to understand by the reader.

The art provided by the main character is very convincible and makes the book interesting in the sight of readers. The written text was effective in readers’ moods and feelings when there is a resolve mystery.

I could actually say that the Ghost of Blackwood Hall as part of novel. This is great story because it introduces or explore an interesting change in pace. In addition, there are times when I think that some accurate to describe via words and some explicitly. In which you can see the characters in a fight situation or oppressed by other person. I myself decided that when I write my story book, I will take an approach similar on the detective mystery also I want my main character will be my best friend because she dreams that she are going to be a detective someday.

Final Verdict

The story was interesting in the way that they resolved the mystery. For me if I am going to rate the story I will give 5 out of 5. In reason this story is very wonderful and exciting because of the mystery. Actually I also love detective in reason they can solved any mystery that their mission. There are many mysteries that Nancy could resolve it whatever it is.

LITERATURE REVIEW

(Clarice Antatico & EJ Kyla Rose Valdez)

Adolescence

Adolescence in and of itself is a period of human development marked by many changes, transitions and both positive and negative behavior. Today’s adolescence has unique experiences and issues not encountered by previous generations (Drysdale and Rye, 2007). The end of adolescence and the beginning of adulthood varies by country and by function. Furthermore, even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to preadolescence.

Peer Group Influence

Peer influence on behavior gradually become more dominant. Barbour and Scully (2016) stated that peer groups have an even stronger influence than that of parents, although that extreme position has been refuted by other researchers (Berk, 2005 as cited in Barbour & Scully, 2016). Gradually, children discover that others can share their feelings or attitudes or have quite different ones. The perspectives of others will affect how children feel about their own families. Children usually have a “family” view of their own and of other cultures. So, when confronted with other perspectives, they often need to rethink their own viewpoints. It is often difficult for children to adjust to the idea that other families can function radically differently from their own and yet hold many of the same attitudes and beliefs and be equally nurturing and secure. The peer group serves as a barometer for children examining themselves and their feelings about self and family (Barbour & Scully, 2016).

Negative and Positive Behaviors of Adolescents

Many adolescents today have problems and are getting into trouble. After all, there are lot of pressures for kids to deal with among friends and family. For some youth, pressure including poverty, violence, parental problems and gangs. Parents and their teenagers are struggling between the youth’s wanting independence while still needing parental guidance. Sometimes all these conflicts result in behavior problems.

Any number of isolated behavior problems can represent adolescent problems and delinquency-shoplifting, truancy, a fight in school, drug or alcoholic ingestion. Sometimes adolescents cannot explain why they act the way they do. They may be just as confuse about it as the adult, or they simply see delinquent behaviors as appropriate ways to deal with what they experience. Parents and love ones may feel scared, angry, frustrated or hopeless. They may feel guilty and wonder where they went wrong. All these feeling are normal, but it is important to understand that there is help available to troubled adolescents and their families. Also, negative effects of peer pressure include doing drugs, smoking, shoplifting, cutting class, having sex, drinking alcohol, physical violence, going late in school, low academic performance(Jenuhho,2008).

The widespread uptake of alcohol in adolescence focuses attention on the developmental tasks to be realized in the teenage years. The transition from adolescence to adulthood is characterized by intensified contacts with peers and an entrance into new social context and activities. The relevance for adolescents to achieve intimacy goals, such as closeness and trust, shifts from towards peers (Drysdale and Rye,2007).

Adolescents may not only associate with more deviant peers but also be more susceptible to negative peer influences. Their increased susceptibility may stem from the developmental asynchrony of being more physically mature and treated by others as “older” but not yet having developed the cognitive, emotional, and social skills necessary to resist negative peer influence. Several studies indicate that friend’s deviant behavior is more closely linked with problem behavior among early-maturing youth. Association with deviant peers was also more strongly related to alcohol use and delinquency in mostly white early-maturing adolescents.

The peer group also influences development of children’s socializing skills. These early friendships help children learn how to negotiate and relate to others, including their siblings and other family members. They learn from peers how to cooperate and socialize according to group norms and group-sanctioned modes of behavior. The peer group can influence what the child values, knows, wears, eats, and learns. The extent of this influence, however, depends on other situational constraints, such as the age and personality of children and the nature of the group. Socialization is particularly important for children with disabilities, and it is the reason many programs include peers who are typically developing in special education programs or include children with disabilities in general education classrooms (Barbour & Scully, 2016).

Peer relations are never more salient than in adolescence. In addition to a puberty-related spike in interest in opposite-sex relationships, adolescents spend more time than children or adults interacting with peers, report the highest degree of happiness when in peer contexts, and assign greatest priority to peer norms for behavior (Brown & Larson, 2009). This developmental peak in affiliation motivation appears highly conserved across species: Adolescent rats also spend more time than younger or older rats interacting with peers, while showing evidence that such interactions are highly rewarding (Doremus-Fitzwater, Varlinskaya, & Spear, 2010). Moreover, several developmental neuroimaging studies indicate that, relative to children and adults, adolescents show heightened neural activation in response to a variety of social stimuli, such as facial expressions and social feedback (Burnett et al., 2011).

Theoretical Framework

Although it is widely accepted that peer influence is a powerful factor in adolescent development, profession use of this resource has been generally confined to exceptional or problematic populations. The research literature suggests that peer group programs have produced orderly, productive, and positive academic and rehabilitative environments. Peer group paradigms have also generated positive results in creating productive social group living environments and have helped reduce aggressive behaviors in group living settings (Thomas, 2016).

The impact of peer influence on adolescent development is generally associated with negative connotations. It is widely accepted that membership in peer groups is a powerful force during adolescence. These groups provide an important developmental point of reference through which adolescents gain an understanding of the world outside of their families. Failure to develop close relationships with age mates, however, often results in a variety of problems for adolescents – from delinquency and substance abuse to psychological disorders (Hops, Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less companionship support from peers has been associated with a lower social self-concept in adolescents (Wenz-Gross, Siperstein, Untoh, & Widaman, 1997).

As children progress through adolescence, they build knowledge bases that help them navigate social situations. An abundance of literature has suggested that there is considerable individual variation regarding cognitive skill development during adolescence as it relates to peer influence.

Conceptual Framework

In view of the literature presented, figure 1 shows how peers affect the adolescent’s behavior.

Independent Variable Dependent Variable

EVALUATING THE POSITIVE AND NEGATIVE BEHAVIORS OF ADOLESCENTS INFLUENCED BY THEIR PEERS

Donnavelle R. Abella, Clarice G. Antatico, Melanie Jane D. Bande, Anthony N. Bernal, Matug A. Nawal, EJ Kyla M. Valdez

Abstract. This study aimed to determined what are the positive and negative behavior of adolescent influenced by their peers. Particularly, it determined what are the most and least influential positive and negative behavior of adolescent influence by their peers.

This study used descriptive research design. The respondents are the 50 senior high school students from STEAM strand of Southern Christian College in Quezon Avenue, Poblacion 5, Midsayap, Cotabato during the second semester of school year 2016-2017. The pertinent data were obtained from the responses of the respondents.

The major research findings are briefly stated as follows: the most influential positive behavior of adolescent influenced by their peers is being participative in school activities and building positive self-confidence which consist of 43(86%). Moreover, the least influential positive behavior is consisted of 4(8%) which stated that their peer makes them happy despite of problems. On the other hand, 22(44%) of the respondents said that going late for school is most influential negative behavior of adolescents influenced by their peers. Furthermore, none of the respondents said that they take illegal drugs, did cigarette smoking and join in gangs and fraternities.

Key words: Adolescents, Behavior, Influence and Peers.

Introduction. Adolescence can be a time of both disorientation and discovery. The transitional period can bring up issues of independence and self-identity; many adolescents and their peers face tough choices regarding schoolwork, sexuality, drugs, alcohol, and social life. Peer groups, romantic interests, and external appearance tend to naturally increase in importance for some time during a teen's journey toward adulthood. Also, adolescence is a time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes breaking rules. Parents and doctors must distinguish occasional errors of judgment from a degree of misbehavior that requires professional intervention. The severity and frequency of infractions are guides. For example, regular drinking, frequent episodes of fighting, truancy, and theft are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. Of particular concern are adolescents who cause serious injury or use a weapon in a fight (Levy,2016).

Peers and family have a key role in promoting health during adolescence, as well as, the perception that youngsters have of their quality of life and subjective well-being. Health does not depend solely on the delivery of health care during illness; on the contrary, influence of different settings may be crucial (Gaspar & Matos, 2008 as cited in Tome, et.al, 2012). According to Bongers, Koot, Van der Ende&Verhulst (2008) as cited in Tome, et.al (2012) behavioral problems that occur during infancy and adolescence (particularly external problems, such as substance use and violence behaviors) may continue throughout adulthood, associated to social non-adaptation, substance abuse and conflicts. On the other hand, having friends allows to share experiences and feelings and to learn how to solve conflicts. Not having friends, on the other hand, leads to social isolation and limited social contacts, as there are fewer opportunities to develop new relations and social interactional skills. Friendship is also positively associated to psychological well-being (Ueno, 2004 as cited in Tome, et.al, 2012), whilst a conflicting relation with peers is negatively associated with health (Laftman & Östberg, 2006 as cited in Tome, et.al, 2012). Adolescents with reciprocal friendships mention high levels of feelings of belonging in school; at the same time, reciprocity and feelings of belonging have positive effects in academic results (Vaquera & Kao, 2008as cited in Tome, et.al, 2012).

Statement of the Problem

This study will attempt to answer the following questions:

1. What is the rate of adolescents’ positive behavior within their peers?

2. What is the rate of adolescents’ negative behavior within their peers?

Objectives of the Study

This study will seek to determine:

1. The most and least influential behavior of adolescents within their peers.

2. The most and least influential behavior of adolescents within their peers.

Significance of the Study

This study will be beneficial to the following:

Adolescents. Through this study, adolescent will able to know themselves, to determine their good and bad sides. In addition, this will help to develop and improve one’s self.

Parents. For them to be aware and educated about their children’s behavior. With that, they can know how to guide adolescents in right path.

Teachers. For them to be informed and handle adolescent’s positive and negative behavior.

Future researchers. This study will serve as their basis for further investigations about this phenomenon.

Scope and Limitations

This study determined the most and least influential positive and negative behavior of adolescents influenced by their peers in Poblacion 5, Midsayap, Cotabato specifically in Southern Christian College senior high school students in STEAM strand.

REVIEW OF RELATED LITERATURE

This chapter presents some major concepts, ideas, and findings on the positive and negative behavior of adolescent influenced by their peers.

Adolescence

Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to pre-adolescence.

Peer Group Influence

A peer group is a social group that consists of individuals of the same social status who share similar interests and are close in age. Learn about peer groups, how they influence socialization during childhood and adolescence, and more (Williams, 2016). Peer groups provide perspective outside of the individual’s viewpoints. Members inside peer group also learn to develop relationships with others in the social system. In ways similar to the community, the peer group becomes an agency of enculturation and learning. Socioeconomic status, ethnic identity, and parents’ occupations affect how families view themselves and the process by which they socialize their children (Bornsteina, 2002 as cited in Barbour & Scully, 2016). Later, as children leave the home setting, their self-perception and socializing skills become influenced by how their peers view them. Peer influence on behavior gradually become more dominant. Barbour and Scully (2016) stated that peer groups have an even stronger influence than that of parents, although that extreme position has been refuted by other researchers (Berk, 2005 as cited in Barbour & Scully, 2016). Gradually, children discover that others can share their feelings or attitudes or have quite different ones. The perspectives of others will affect how children feel about their own families. Children usually have a “family” view of their own and of other cultures. It is often difficult for children to adjust to the idea that other families can function radically differently from their own and yet hold many of the same attitudes and beliefs and be equally nurturing and secure. The peer group serves as a barometer for children examining themselves and their feelings about self and family (Barbour & Scully, 2016).

Negative and Positive Behaviors of Adolescents

Any number of isolated behavior problems can represent adolescent problems and delinquency-shoplifting, truancy, a fight in school, drug or alcoholic ingestion. Sometimes adolescents cannot explain why they act the way they do. They may be just as confuse about it as the adult, or they simply see delinquent behaviors as appropriate ways to deal with what they experience. Parents and love ones may feel scared, angry, frustrated or hopeless. . All these feeling are normal, but it is important to understand that there is help available to troubled adolescents and their families. Also, negative effects of peer pressure include doing drugs, smoking, shoplifting, cutting class, having sex, drinking alcohol, physical violence, going late in school, low academic performance(Jenuhho,2008). Adolescents may not only associate with more deviant peers but also be more susceptible to negative peer influences.

The transition from adolescence to adulthood is characterized by intensified contacts with peers and an entrance into new social context and activities. The relevance for adolescents to achieve intimacy goals, such as closeness and trust, shifts from towards peers (Drysdale and Rye,2007).

METHODOLOGY

This chapter presents the research design, locale of the study, respondents of the study, sampling procedure, research instruments, data gathering procedure.

Research Design

This study used descriptive survey research design in evaluating positive and negative behavior of adolescents within their peers.

Locale of the Study

This study was conducted in Poblacion 5, Midsayap, Cotabato particularly in Southern Christian College.

Respondents of the Study

The respondents of this study were 50 senior high school students from the different sections of STEAM strand, officially enrolled at Southern Christian College during the 2^nd semester of S.Y 2016-2017. They will be selected using random sampling.

Research Instrument

To gather the needed data of the study, researchers used a researcher-made survey questionnaire.

Data gathering procedure

This study was conducted during the second semester of S.Y. 2016-2017 to the senior high school under STEAM strand of Southern Christian College, Midsayap, Cotabato. A letter will be send to the teacher/adviser of senior high

school under STEAM strand and researcher’s adviser to seek permission for the conduct of the study. Upon approval, the questionnaire will be administered by the researchers to the respondents in the school campus specifically during their vacant time.

Data analysis

The result of this study was analyzed through content analysis and will be presented by themes.

RESULTS AND DISCUSSIONS

This chapter presents the results and discussions of the study about the evaluation of positive and negative behavior of adolescents influenced by their peers in Southern Christian College, S.Y. 2016-2017.

Table 1. Frequency and rank of the positive behavior of adolescents influenced by their peers.

Positive Behavior of Adolescents Within their Peers	F	%	Rank
1. Study lesson well	35	70%	7^th
2. Participate in school activities	43	86%	1^st
3. Engage self to sports	25	50%	10^th
4. Build self-confidence	43	86%	1^st
5. Better decision making	32	64%	8^th
6. Improved and develop skills and talents	40	80%	3^rd
7. Be a responsible student	37	74%	6^th
8. Make you happy despite of problems	4	8%	11^th
9. Provides you comfort when needed	41	82%	2^nd
10. Avoid vices and other bad habits	37	74%	5^th
11. Choice in terms of education	27	54%	9^th
12. Sharing homework	38	76%	4^th

Table 1 shows that 43 (86%) says that being participative in school activities and building self-confidence are the most influential positive behavior of adolescents influenced by their peers followed by 41(82%) that their peers provides them comfort when needed. Next, 40 (80%) says that they improved and develop their skills and talents with their peers. Then, 38(76%) says that they are sharing homework. Following the 37 (74%) which says that their peers influence them to avoid vices and other bad habits. Moreover, 37 (74%) says that they become a responsible student. Additionally, 35(70%) states that they study lesson well because of the influence of their peers. In 32 (64%) respondents said that their peers influence them to have better decision making. Also, 38 (76%) said that their peers affect their choices in terms of education. 25(50%) says that they engage themselves in sports due to the influence of their peers. Finally,4(8%) stated that their peer makes them happy despite of problems, this shows that it is the least influential positive behavior of adolescents influenced by their peers.

The result correlates on the study of Barbour and Scully (2016) that peer group also influences development of children’s socializing skills and they learn from peers how to cooperate and socialize according to group norms and group-sanctioned modes of behavior.

Table 2. Frequency and rank of the negative behavior of adolescents influenced by their peers.

Negative Behavior of Adolescents Within their Peers	F	%	Rank
1. Cut classes	5	10%	7^th
2. Going late for school	22	44%	1^st
3. Littering	12	24%	5^th
4. Hurting or insulting others without caring one's feelings	15	30%	3^rd
5. without caring one's feeling	4	8%	8^th
6. Destroying school belongings	3	6%	9^th
7. Retorting teachers to his/her face	0	0%	11^th
8. Play computer games	15	30%	4^th
9. Take illegal drugs	0	0%	11^th
10. Cigarette smoking	0	0%	11^th
11. drink alcoholic beverages	9	18%	6^th
12. Hang out in night clubs and bars	2	4%	10^th
13. do against parent's will	5	10%	7^th
14. Join gangs or fraternities	0	0%	11^th
15.Cheat during exams	18	36%	2^nd
16. Undergone premarital sex	2	4%	10^th

Table 2 shows that 22(44%) says that going late for school is the most influential negative behavior of adolescents influenced by their peers. Followed by 18(36%) that they cheat during exams. Then 15(30%) said that they were hurting and insulting others without caring one’s feeling and they are playing computer games because of their peers. Moreover, 12(24%) of our respondents said that they litter due to peer influence. In addition, 9(18%) said that they were influenced by their peers to drink alcoholic beverages. 5(10%) said that they have done things against their parent’s will due to peer’s influence. Then, 4(8%) that they don’t care about the feelings of other. Next, 3(6%) that they were destroying school belongings. Also, 2(4%) says that during night-time they hang out at the night clubs and bars and they have experienced premarital sex due to peer influence. Lastly, none of the respondents said that they take illegal drugs, did cigarette smoking and join in gangs and fraternities because of peer influence.

This affirms the study of Jenuhho (2008) that negative effects of peer pressure include doing drugs, smoking, shoplifting, cutting class, having sex, drinking alcohol, physical violence, going late in school, low academic performance.

CONCLUSION

Based on the results gathered, the most influential positive behavior influenced by peers was being participative in school activities and helping them in building self-confidence followed by providing comfort when needed while the least influential was making them happy despite of problems in which the researchers concluded that peers are not just made to provide happiness to adolescents but also they can help to boost their confidence to develop their personality, skills, and capabilities.

On the other hand, the most influential negative behavior was going late for school followed by cheating during exams while the least influential were retorting teachers to his/her face, taking illegal drugs, cigarette smoking and joining gangs or fraternities. Therefore, the researchers concluded that peers may have positive influence but they can also bring negative behavior to adolescents such as the aforementioned statements.

In addition, though going late to school and cheating during exams where one of the most influential negative behaviors among peers still it is not a hindrance for them to be participative in school activities and be confident.

References

Barbour, L. & Scully, D. (2016). Taking Sides: Clashing Views in Adolescence. McGraw-Hill Contemporary Learning Series.

Berk, M. (2005) as cited in Barbour & Scully (2016). Taking Sides: Clashing Views in Adolescence. McGraw-Hill Contemporary Learning Series.

Bongers, Koot, Van der Ende&Verhulst (2008) as cited in Tome, et.al (2012). Behavioral Problems of Adolescents. Retrieved from http://www.behavioral-problems-of-adolescents-1321

Bornsteina, C. (2002) as cited in Barbour & Scully, 2016) Taking Sides: Clashing Views in Adolescence. McGraw-Hill Contemporary Learning Series.

Drysdale, M. & Rye, B. (2007). Taking Sides: Clashing Views in Adolescence. McGraw-Hill Contemporary Learning Series.

Gaspar, A. & Matos, J. (2008) as cited in Tome, et.al, (2012). Peers and Family. Retrieved from http://www.peers/and/family-importance.

Jennuho, G. (2008). Negative Effects of Peers on Adolescents Behavior. Retrieved from http://www.negative-effects-of-peers-on-adolescents-behavior

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Williams, H. (2016). Peer Group Influence. Retrieved from http://www.peergroup-influence-socialization-1361