CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The educational journey of high school students is profoundly shaped by a confluence

of influential factors, with homework load, parental pressure, peer influence, and teacher

expectations standing out as pivotal elements. These factors transcend geographical and

cultural boundaries, leaving an indelible mark on students' academic endeavors. Homework, a

cornerstone of the educational process, not only reinforces classroom learning but also fosters

skill development. However, in the contemporary, fast-paced educational landscape, students

grapple with an array of challenges that significantly impact their academic performance.

This study investigates the intricate interplay of perceived external factors, such as parental and

teacher support, as well as peer influences, contributing to the academic successes and

challenges faced by Singaporean twice-exceptional students, as claimed by Alexander J.M. &

Schnick A.K. (2008). Central to this exploration is the weight of homework load, where the

fine balance between reinforcement and potential burnout is crucial.

Moreover, peer pressure emerges as a force that can redirect students' priorities from academic

achievement to social acceptance, potentially diverting their focus from learning. Similarly, the

study explores how well-intentioned teacher expectations, as highlighted by Dusek & Joseph

(1983), can inadvertently create high-pressure environments, impacting students' overall well-

being.

In addition, the study acknowledges the influence of parents, where unfulfilled past goals may

inadvertently shape their aspirations for their children, leading to a complex interplay of
expectations. The attachment between parents and children becomes a critical factor

influencing various facets of a student's life, from feelings and decisions to living styles.

Notably, teachers' expectations are recognized as a salient affective issue that influences pupils'

attitudes towards learning. Evidence suggests that teacher expectancies are correlated with

student achievement Dusek & Joseph, (1983). Students are inclined to meet higher

expectations, putting in more effort when they perceive trust and belief in their potential from

their educators.

In this exploration, the researcher delves into the effects of these four pivotal elements on the

lives of students at Liloy National High School. The aim is to unravel the multifaceted nature

of their experiences, discerning whether these factors propel them toward success or hinder

their growth. Through a comprehensive examination of the interplay between homework loads,

parental expectations, peer dynamics, and teacher standards, this study seeks to gain a profound

understanding of the challenges faced by students and the strategies employed to thrive in this

academic crucible.

Background of the Study

The academic performance of students can be influenced by various factors, including

homework load, parental pressure, peer pressure, and teachers’ expectation. Homework load

refers to number of assignments and task given to students outside of regular class time.

Parental pressure involves the expectations and demands placed on students by their parents to

excel academically. Peer pressure refers to the influence of classmates and friends on a

student’s academic choices and performance. Lastly, teacher expectations involve the standards

and goals set by educators for their students.

Everybody is affected by peer pressure at some point in their lives. Some may feel it’s

an issue you face in your teenage years or early adolescence. However, it’s actually a very
widespread problem and is out of control. Kids that are in primary and middle school are

dealing with these issues every day, as well as adults. Peer pressure causes you to make

decisions and choices that you normally may not even consider doing. It is important to have

friends and people to rely on, but sometimes their influence can be negative. Many struggle to

fit in, they want to be liked, cared about, and included in daily activities. When faced with

these challenges, they must go along with what is happening, or what everyone is doing. If they

choose not to participate, they will be made fun of or not included in the group anymore. Peer

pressure is happening every day, and everyone needs to understand there are ways to handle

this problem.

Being pressured is a horrible feeling that you are being forced into a situation to make a

bad choice. Sometimes even being forced into a good situation can cause you anguish. Peer

pressure can be a good thing if the individual is trying to help you overcome a fear, or help you

to succeed. This is often not the case. Even though peer pressure can be a good thing, it is still

trying to make you do something you are not comfortable doing. It is so easy to give in because

a lot of people do not have the confidence to say no, even though they have the power. Getting

out of a situation at times can be so hard, but everyone is able to walk away if they choose

Emily Wykel (2017).

By identifying the appropriate balance of homework load, fostering positive parental

involvement, promoting healthy peer relationships, and setting realistic teacher expectations,

we can enhance the academic performance and well-being of students.

The existing research on the effects among students reveals a gap in understanding the

nuanced interplay and cumulative impact of these factors. While individual studies have

explored the influenced of each element separately, there is a need for comprehensive research

that investigates the synergistic effects and potential moderating factors among these variables.
 The purpose of this research is to shed lights to the students in Liloy National High

School on the challenges they are facing. Aims to create awareness about the effects of these

factors on student’s well-being and academic performances.

Theoretical Framework

Self-Determination Theory (SDT), formulated by Deci and Ryan (2000), serves as a

cornerstone to this framework by highlighting the role of intrinsic and extrinsic motivational

factors that drive individuals' actions without external compulsion. The triad of autonomy,

competence, and relatedness are pivotal conceptions within SDT that inform our analysis of

why and how individuals proactively engage in tasks and pursue achievements, underscoring

the motivational elements of our study, especially in relation to personal goal setting and well-

being.

Social Cognitive Theory, conceived by Albert Bandura (1986), is integrated into our

framework to understand the social dimensions of learning and behavior formation. This theory

elucidates the processes by which individuals adopt behaviors and norms via observational

learning, imitation, and modeling. It provides a lens through which to examine the transmission

of behaviors and attitudes within a social milieu, highlighting the salience of social influence in

behavior change, resilience-building, and educational pursuits within our research.

Incorporating Attribution Theory, chiefly associated with the work of Fritz Heider(1958), our

framework interrogates the ways in which individuals ascribe causes to their actions and life

happenings. By analyzing how people perceive their own successes and failures, as well as the

intentions behind others' actions, we seek to understand the cognitive attributions that shape

behavioral responses and the implications for personal and social dynamics.

Ecological Systems Theory, as developed by Urie Bronfenbrenner (1979), informs our study

through its examination of the complex interplay between an individual and their surrounding
environmental systems. The theory provides a scaffold for analyzing how various ecological

systems, including family, educational institutions, and broader societal factors, collectively

bear upon the development and behaviors of individuals.

Expanding our focus to motivational aspects, Expectancy-Value Theory primarily informs our

understanding of why individuals engage in and persist with specific actions. By examining the

interrelationship between the anticipated success and the attributed value of an action, this

theory underpins our exploration of decision-making processes and the motivational contours

of education and achievement.

Social Comparison Theory, introduced by Festinger (1954), is employed in our framework to

investigate the basis upon which individuals evaluate their self-worth and standing by

comparing themselves to others. This theory is particularly relevant to our research as it

explores domains such as self-esteem, body image, and academic performance, wherein social

comparative processes have profound effects on personal assessments and behaviors.

Lastly, the Transactional Model of Stress and Coping articulated by Lazarus & Folkman

(1984), is a vital component of our theoretical approach that conceptualizes stress as a product

of interaction between individuals and their environments. By examining coping strategies,

both problem-focused and emotion-focused, this model elucidates the dynamics of stress

management and its subsequent physical and psychological outcomes, providing a

comprehensive understanding of coping mechanisms within our study.

When considering the academic performance of students at Liloy National High School, the

combined insights from several psychological theories provide a comprehensive understanding

of the dynamic factors at play. Self-Determination Theory (SDT) is crucial in examining how

intrinsic motivations, driven by a sense of autonomy, competence, and relatedness, guide

students' approaches to homework and study. A balanced homework load and positive
reinforcement from parents and teachers can enhance students' intrinsic motivation, leading to

better academic performance. In contrast, excessive homework and pressure may hinder these

motivational aspects, resulting in poorer outcomes.

In parallel, Social Cognitive Theory emphasizes the significance of the social environment on

student behavior. Through observation and imitation of peers and parental behaviors, students

adopt attitudes toward their academic responsibilities. Positive role models can instill resilience

and effective study habits, whereas negative influences might contribute to increased pressure

and stress, impacting performance negatively.

Attribution Theory further explains how students perceive the causes behind their successes

and failures. Students who link their academic results to uncontrollable external factors, such as

excessive homework or high parental pressure, may experience lowered motivation and a

subsequent decline in academic performance.

Complementing this view, Ecological Systems Theory provides a lens through which to view

the complex interplay between the student and their immediate environment, including

educational and familial structures. The interdependencies within these systems work

collectively to influence student behavior and academic achievement.

Expectancy-Value Theory delves into the reasons behind students' engagement with

homework. When students anticipate success and perceive homework as valuable, they are

more motivated to persist. Therefore, it is important for the expectations set by parents and

teachers to be supportive to foster a constructive learning environment.

Social Comparison Theory is pertinent, as students tend to measure their own academic

standing against that of their peers, which can either boost or dampen self-esteem and academic

confidence. The pressures associated with comparison can be exacerbated by heavy homework

loads and stringent expectations, negatively affecting students' self-assessment.

Finally, the Transactional Model of Stress and Coping draws attention to the strategies students

employ to manage stress from academic demands. Effective coping mechanisms play a

defining role in navigating the pressures of homework, parental expectations, and peer

comparisons, directly influencing both academic performance and general well-being. The

interrelation of these theoretical perspectives underscores the complexity of factors that shape

the academic experiences of students at Liloy National High School.

Conceptual Framework

This conceptual framework serves as a roadmap for understanding the complex

interactions between homework load, parental pressure, peer pressure, teacher expectations,

and their collective influence on the academic performance of students at Liloy National High

School.

Independent Variable Dependent Variable

Homework Load Academic Performance

90-100 Outstanding
Parental Pressure
85-89 Very Satisfactory
Peer Pressure

Teachers’ Expectation 80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75

Did not meet Success

Demographic Profile and

Curriculum Year of Liloy National
Highschool Students

Sex

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11
Statement of the Problem

This study aims to investigate the multifaceted effects of these factors on the well-being

and academic performance of Senior High School students at LNHS. The specific problem

areas are as follows:

1. What is the demographic profile of the high school students in Liloy National High School

2. What is the factors affecting of homework load, parental pressure peer pressure, and teacher

expectations among high school students in Liloy National High School?

3. What is the academic performance of high school students when data are grouped according

to curriculum year?

Null Hypothesis

H0: Homework, parental pressure, peer pressure, and teachers' expectations do not

significantly affect the academic performance of students at Liloy National High

School
Significance of the Study

The following will eventually benefit from the important and pertinent information

learned from the study:

School, this will help them determine the strengths and weaknesses of certain. It will

also help to determine what specific are they should focus more and further enhance in order to

make the program more responsive towards preparing the students for their professions.

Students this will help them realize whether the knowledge and skills developed. It

will also encourage them to appreciate and pursue.

Parents the presumption from parents is more significant from any others sources the

key figures and they are his immediate providers and protectors many psychiatrists and

educationalist agree that the using psychiatrists learning and behaviors problem of children.

Teacher, this will teach them to Value time patience and hard work they will also

become more sensitive and knowledgeable about the profession they are studying.

Future Researchers will find this evaluation beneficial as it lays the groundwork for

understanding the dynamics between school, students, parents, and teachers. It provides a

foundation for exploring innovative approaches in educational research and development,

offering insights for continuous improvement in the learning environment.

Scope and Delimitation

Content Delimitation. The study focused on the elements affects the homework load,

parental pressure, peer pressure, and teacher expectations of the students. These factors include

the student’s needs, technology, parental personal experiences, sibling comparisons, desire for

social acceptance, school policies and standard, peer comparisons.

Respondents Delimitation. This study is restricted to the students who are as of

enrolled in the S.Y 2023-2024 in Liloy National High School, Liloy Zamboanga del Norte as

respondents., chosen randomly. Students from outside the Liloy National High School campus

in Liloy, Zamboanga del Norte are not permitted to participate in this test because they will

never again be a part of the inquiry.

Time Delimitation. This study will be conducted during second semester of this school

year 2023-2024.

Place Delimitation. This study will be conducted on the Liloy National High School

campus in Liloy Zamboanga del Norte.

Definition of Terms

For the purpose of the study, the following terms are defined by its meaning.

All Curriculum level refers to respondents of our study.

Homework Load refers to the amount and complexity of assignments and tasks that

students are required to complete outside of regular classroom hours. It includes tasks such as

assignments, projects, readings, and study requirements.

Parental Pressure refers to the influence and expectations exerted by parents or

guardians on their children with regards to their academic performance and achievements. This

can include expectations for high grades, educational goals, and involvement in extracurricular

activities.

Peer Pressure refers to the social influence exerted by a student's peers or classmates,

which may affect their academic decisions, behaviors, and performance. It can involve aspects

such as study habits, academic goals, and conformity to peer norms.

Teachers' Expectations refers to the assumptions, standards, and anticipated

performance levels that educators hold for their students. This includes expectations for

students' participation, understanding of the subject matter, and academic achievements.

Academic Performance: Academic Performance refers to the overall achievement and success

of students in their educational endeavors. It can be accessed through various means, including

grades, test scores, participation, and completion of coursework.

Assignment refers to a specific task or project given by a teacher or professor to

students to complete within a specified timeframe. Assignments can take various forms, such
as essays, research papers, presentations, or other types of academic projects. Educational

attainment refers to the highest level of education that an individual has completed or

achieved. It is often measured in terms of completed degrees, diplomas, or certificates,

such as high school diplomas, bachelor's degrees, master's degrees, or doctoral degrees.

Academic achievement refers to a student's performance and success in educational

endeavors. It is typically measured by grades, test scores, and other assessments that reflect a

student's understanding of the material and ability to apply knowledge.

Academic performance refers to how well a student meets the expectations and

standards set by an educational institution.

-It is a broad term that encompasses various aspects, including grades, test scores, class

participation, completion of assignments, and overall mastery of the subject matter.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this review of literature contains articles that are related and support our study. This

chapter presents the relevant literature and studies about the factors parental pressure,

homework loads, Peer pressure, and Teachers Expectations.

Related Literature

Homework Load

The academic landscape in the Philippines remains a challenging environment, where

education is both a priority and a source of stress. Santos et al.'s (2018) study aimed at

examining the influence of homework load on the academic performance of high school

students within Metro Manila. Surveying a sizable cohort of students, they attempted to

quantify homework volume while assessing related stress levels and academic outcomes. Their

research implies a threshold effect: while moderate levels of homework positively correlate

with academic success, surpassing this threshold leads to diminishing returns, with student

performance plateauing and then declining in association with heightened stress and anxiety.

This investigation also integratively considered socioeconomic background, finding that

students from lower-income families were disproportionately disadvantaged by excessive

homework.

Parental Pressure
In the context of a collectivist culture like the Philippines, where familial expectations are often

ingrained in the fabric of social development, Cruz et al. (2020) sought to understand the

complex dynamics between parental pressure and academic performance. Through a cross-

sectional study involving students across a variety of educational institutions, they uncovered

an intricate interplay wherein parental pressure unintentionally eroded students' intrinsic

motivation, leading to adverse academic outcomes. However, the study importantly elucidates

these effects are not uniform across all demographics; aspects such as age, gender, and urban

versus rural upbringing moderates the relationship between parental pressure and student

motivation, showcasing the diverse fabric of Filipino society and its impact on educational

stress.

Peer Pressure

The phenomenon of peer pressure is often discussed in negative terms, but Velasco and San

Juan (2021) endeavored to shed light on its multifaceted nature in the Philippine educational

context. Their study incorporated a social network analysis within schools, revealing that

students are primarily influenced by the ethos of their peer groups. Interestingly, they

discovered that academic performance can be bolstered by the supportive nature of peers, with

students contributing to a collective ethos of achievement. Conversely, groups characterized by

competitive comparison could hamper individual performance, suggesting that the nature of

peer dynamics is a crucial determining factor in educational outcomes.

Teachers Expectation

Teacher expectancy effects have been thoroughly examined in the Western educational

landscape but less so in the Philippines. Javier and Eusebio (2019) explored this in the context

of the Philippine secondary education system. They found that teachers' expectations exert a

significant influence on students' academic performances. The study artfully illustrates how
positive expectations can enhance a student's self-efficacy and motivation, leading to higher

performance. Yet this effect is not uniformly distributed, with factors such as regional

differences, school resources, and class size interacting with these expectancy effects,

suggesting that while teacher expectations are influential, they intersect with broader

institutional and regional factors that shape the educational experience in the Philippines.

Related Studies

In the Philippine educational landscape, the relationship between homework load,

parental and peer pressure, and teachers' expectations has significant bearings on students'

academic performances. Santos et al. (2018) found that homework load correlates positively

with student achievement up to a threshold, beyond which performance levels off and declines,

suggesting an optimal homework threshold for maximizing academic success while minimizing

stress. This intersects with economic disparities, illustrating how excessive homework can

disproportionally affect lower-income students. Cruz et al. (2020) investigated the impact of

parental pressure, revealing that while such pressure aims to foster academic success, it can

undermine students' intrinsic motivation and lead to poorer outcomes, a relationship moderated

by demographic factors including age, gender, and the urban-rural divide. Velasco and San

Juan (2021) examined peer pressure through the lens of social network analysis, highlighting

how peer group ethos influences individual academic performance, with supportive

environments boosting achievement and competitive ones potentially reducing it. Finally,

Javier and Eusebio (2019) explored teacher expectancy in Philippine secondary education,

emphasizing how teachers’ positive expectations can enhance students' self-efficacy, although

these effects are not uniform across different students and regions, suggesting that these factors

are complexly woven into the broader socio-educational fabric. Collectively, these studies

underscore the multifarious ways in which external influences intersect with and shape
educational experiences, with implications for policy development aimed at fostering equitable

and supportive learning environments.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research methodology used in the study. This includes the

research design, research settings, subjects of the study, research instrument, validation of the

instrument, data gathering procedure and statistical treatment of data.

Research Design

The study will implement a purposive survey approach, deliberately selecting participants to gain

a profound grasp of specific factors such as homework load, parental pressure, peer pressure, and

teachers' expectations in their authentic contexts. The primary goal of this strategy is to

meticulously characterize, record, scrutinize, and decode the existing attributes, dynamics, and

procedures that interplay within the realm of academic performance among students.

Incorporating a quota survey design is instrumental for this exploration as it permits researchers

to identify and analyze the various forces that shape students' educational outcomes. By

deploying this method, researchers can challenge and refine any presuppositions about the

academic influences in question, while also amassing data that can be examined for patterns,

averages, and frequency distributions.

Questionnaires will be the main vehicle for data acquisition, offering a sweeping view of the

targeted variables. Concurrently, face-to-face interviews will augment the data gathering

process by providing qualitative depth, enabling an enriched comprehension and correlation of

the quantitative findings to the specified variables. This nuanced dialogue will be crucial in

crafting a robust understanding of how the selected factors contribute to students' academic

performance.
 Research Setting

This research is set to be conducted at Liloy National High School, a renowned public

educational institution situated on the National Highway in Fatima, Liloy, Zamboanga del

Norte. The school is positioned roughly an 11.0-kilometer, or 19-minute tricycle journey, and a

10.5-kilometer, or approximately 2 hours and 10 minutes hike from the Municipality of Liloy.

Recognized as the largest school in the region of Zamboanga del Norte, Philippines, Liloy

National High School boasts an impressive student enrollment. For the academic year 2023-

2024, the student body comprises roughly 3,420 individuals across the Junior and Senior high

school curriculum.

We would like to express our sincere gratitude to Sir Nelson L. Recanil, our Practical Research

II advisor, for his invaluable guidance and support throughout this study. His expertise and

mentorship have been critical to the formulation and execution of our research endeavors.
Figure 2. Map Of Liloy National High School, Liloy Zamboanga Del Norte
 Research Respondents

The respondents of the study will obtain using stratified random sampling to

select sample members from large population of three thousand four hundred twenty(3,

420) students who are currently enrolled at Liloy National High School S.Y. 2023-2024.

The table below is the interpretation wherein the population of the sample given out of

3,420 students in LNHS main campus. The researchers will only select randomly 42

students as for the sample in this research study.

For the given data, in grade 7 got 18.18% represent as the male and 15.79% as for

the female. In grade 8 and 9, the male category has come up to 9.09% while the female

category has 21.05%. In Grade 10 it has 27.27% in the male group as long as 10.53% is

for the female group. As for the male class, 18.18% also for the both grade 11 and grade

12 while 15.79% as for the female class. Furthermore, the result shows that all male

section got 40.48%% or 11 males out of 42 or 100% and 63.33% or 19 females out of 42

or 100%. It indicates that the number of females is greater than the number of males.

TABLE 1.0

DISTRIBUTION OF THE SAMPLE RESPONDENTS OF THE STUDY (QUOTA

SAMPLING)

Male Female Total

Curriculum
f % f % f %
G-7 3 18.18% 4 15.79% 7 16.66%
G- 8 2 9.09% 5 21.05% 7 16.66%
G- 9 2 9.09% 5 21.05% 7 16.67%
G- 10 4 27.27% 3 10.53% 7 16.67%
G- 11 3 18.18% 4 15.79% 7 16.67%
G- 12 3 18.18% 4 15.79% 7 16.67%
TOTAL 17 40.48% 25 63.33% 42 100%
Sampling Technique

The researchers will use probability quota technique, particularly stratified

random sampling in which the population is divided into two or more groups (strata)

according to one or more common attributes. Table 1.0 above illustrates where the

sample group of 42 respondents are selected by dividing population into male and female

strata in order to achieve equal representation of both sex in the sample group. The

population in Liloy National High School is divided by curriculum and then the students

of each group are selected randomly. 5 students will be chosen per curriculum in grade 7

to grade 12, a total of 42 students in 6 curriculums. This sampling technique will help this

study to avoid bias and the data gather will become reliable.

Research Instrument

A locally constructed questionnaire is utilized as a primary source of data for the

study. The questionnaire is divided into three parts pertaining to the independent

variables of the study and its correlation to the dependent variables. The first part of the

questionnaire is the profile of the respondents, the second part is the survey-checklist

wherein they will be told to follow the instruction to put a check inside the box provided

of their corresponding choice in choosing their desire foods and drinks. The third part of

the questionnaire will focus on the personal characteristics of the food. The last part in

the test questionnaire wherein they will also focus on the social influences of the food. In

order to have a clear answer, the researchers will have also an informal interview to

clarify everything in the said study.

Validity and Reliability of the Instrument

To assess the validity of the proposed instruments, the researchers will utilize

content validity, wherein they will seek the assistance of three professionals who were

knowledgeable in the field. The evaluators will examine and rate the instruments in order

to find out the appropriateness and relevance of the questionnaire to the research

questions. All the items will be reviewed by all evaluators and the comments given will be

heeded. The instrument will be finalized upon the approval of all evaluators.

To determine the reliability of the instrument, the researchers will use test-retest

reliability. Survey-questionnaire will be administered twice and correlation between the

two sets of scores will be computed.

Data Gathering Procedure

To collect the required data for the study, the researcher will first compose a letter to request

permission from the school principal, ensuring all necessary preparations are complete.

Once authorization is granted, the participants will receive an informed consent form that

details the study's objectives and implications. Each participant will be individually guided

through the survey process, with the researcher providing a thorough explanation of both the

risks and benefits involved, clarifying the survey questions, and overseeing the response

process.

The participants will be allocated a period of 30 minutes to complete the survey which will

encompass their demographic details in addition to other research-related questions. After

the completion of the survey, the researcher will engage with the respondents through

informal interviews, observations, and verbal clarifications to enrich the understanding of

the study's context.

Following these interactions, the questionnaires will be collected, and the gathered

information will be organized systematically for the subsequent statistical treatment.

Statistical Treatment
Following these interactions, the questionnaires will be collected, and the gathered

information will be organized systematically for the subsequent statistical analysis.

The following statistical tool will be used to measure and analyze the given data.

1. To answer problem no. 1, in determining the profile of the students, Frequency

count and simple percentage will be utilized.

2. To answer problem 2, in describing the factors that affects the homework load,

parental pressure, peer pressure, and teacher’s expectation to the academic

performance of the students, weighted mean will be used.

3. To describe how the identified factors affects the homework load, parental

pressure, peer pressure, and teacher’s expectation to the academic performance of

the students in Liloy NHS, the following continuum will be used.

Scale Code Description Qualification

5 SA Strongly Very Much

Agree Effective
4 A Agree Much Effective

3 U Undecided Moderately
Effective
2 DA Disagree Less Effective

1 SDA Strongly Least Effective

Disagree
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