Students Levels of Ways To Improve

CINHS
CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

Senior High School Department
|i
STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY

DEVELOPMENT
A Research Paper
Presented to the Faculty of the Senior High School

Cabuyao Integrated National High School
Cabuyao City, Laguna
In Partial Fulfillment of the Requirements for the Track

Technical-Vocational-Livelihood Track
CAPACETE, PAUL ADAM C.
LORESTO, JOHN GIL V.
BARIRING, MARY RAMCELLE ASHLEY A.
March 2019
CINHS
| ii
CERTIFICATION OF APPROVAL
This research paper entitled “STUDENTS’ LEVELS OF WAYS TO IMPROVE

PERSONALITY DEVELOPMENT” prepared and submitted by Paul Adam C.
Capacete, John Gil Loresto and Mary Ramcelle Ashley A. Bariringin partial
fulfillment of the requirements for the Technical Vocational Livelihood has
been examined and recommended for Oral Examination.
Ms. GladisBasco
Adviser
----------------------------------------------------------------------------------------------------------
APPROVAL
Approved by the PANEL OF EXAMINERS on Oral Examination on
February 2019
KRISTINE Y. ZANTUA
Chairperson
LEO VIGIL M. BATUCTOC NIÑO T. CANSICIO

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

Vocational-Livelihood Track.
Dr. NONILON A. MADERAZO

Subject Teacher
CINHS
| iii
ACKNOWLEDGEMENT
With boundless love and appreciation, the researchers would like to
extend their heartfelt gratitude and appreciation to the people who helped them
bring this study into reality. The researchers would like to extend their profound
gratitude to the following:
The Almighty God, who is the source of life and strength of knowledge and
wisdom.
Dr. Nonilon A. Maderazo, as the researchers’ teacher adviser for his expertise,
consistent guidance, and ample time spent and consistent advises that helped
the researchers bring this study into success.
Mrs. GladisBasco, as the research statistician who unselfishly dedicated her
precious time and greatest effort for the statistical treatment.
Ms. Maribeth G. Herrero, as the officer-in-charge for her approval to conduct
the researchers survey questionnaire to be distributed and to gather the data in
the school.
To the selected Senior High School Students of Cabuyao Integrated
National High School who acted as the respondents, of this study for their
hospitality shown and time spent during the conduct of the survey
questionnaires.
CINHS
| iv
To the researchers’ beloved parents and guardians, for their untiring love
and support. Also, to the researchers’ relatives, friends, and others who in one
way or another shared their support, either morally, financially and physically in
making this research study a successful one.

CINHS
|v
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis,
Students’ levels of ways to improve personality development, this research
work serves as a requirement for the Technical-Vocational-Livelihood Track
BPP. This thesis does not contain words or ideas taken from published sources
or written works, except where proper referencing and acknowledgement were
made.
PAUL ADAM C. CAPACETE
JOHN GIL V. LORESTO
MARY RAMCELLE ASHLEY A. BARIRING
Researchers
March 2019
CINHS
| vi
DEDICATION
This study would not be possible without the help of people who served
as the researchers inspirations. As a token of gratitude, the researchers whole
heartedly dedicate this study to all of them.
The researcher would like to thank the God who gave them inspiration,
strength, patience, and knowledge during the difficulties they had faced on their
study. To their beloved family, Capacete Family, Loresto Family and Bariring
Family, for their never- ending love and support given to them. They also want
to thank their friends who supported and encouraged them despite of
experiencing the same problems.

CINHS
| vii
ABSTRACT
Title: Students’ levels of ways to improve personality
development
Researchers: Capacete, Paul Adam C.
Loresto, John Gil
Bariring, Mary Ramcelle Ashley
Track: Technical Vocational Livelihood
Institution: Cabuyao Integrated Natonal High School
Year: 2018-2019
Subject: Inquiries, Investigations and Immersion
Adviser: Mrs. Gladis Basco

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

CINHS
| ix
Findings
Based on the data presented and interpreted in Chapter IV, the
researchers come up with the summary of findings. The Grade 11 and 12
Tourism Students based on the last table stated that is "It can influence
decisions about sex and the highest of the rank received is the "academic
performance" Which have results that both grade levels are much influenced by
peer pressure when it comes to academic performance and less influenced
when it comes to decisions about sex.
Conclusions
Based on the findings, these conclusions were drawn. The Grade 11
student’s response in the “Physical appearance” is disagree while in “self-
confidence” the respondents agreed and Grade 12 Students’ response in the
“Physical appearance” is agree while in self-confidence they responded
strongly agree. And the perception of the two groups of respondents on the
TVL Track in terms of Physical Appearance and Self Confidence, there is no
significance difference when both grade levels are grouped.

CINHS
|x
Recommendations
Based on the conclusions, the following are recommended. The Grade
11 and Grade 12 Tourism Students must do or agree to the following questions
on the checklist especially that they are tourism students, the tourism students
must be presentable as they look and wear.

CINHS
| xi
TABLE OF CONTENTS
Page
TITLE PAGE i
CERTIFICATE OF APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
CERTIFICATE OF ORIGINALITY v
DEDICATION vi
ABSTRACT vii
TABLE OF CONTENTS x
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 2
Theoretical Framework 3
Conceptual Framework 6
Statement of the Problem 7
Scope and Limitation 8
Significance of the Study 9
Definition of Terms 10
CINHS
| xii
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 11
CHAPTER 3 RESEARCH METHODOLOGY
Method of Research 19
Population, Sample Size, and Sampling Techniques 20
Description of Respondents 21
Research Instrument 21
Data-gathering Procedure 22
Statistical Treatment of Data 22
CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA 27
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 41
Conclusions 42
Recommendations 43
REFERENCES 44
CINHS
| xiii
APPENDICES
Appendix 1 Letter of Request for Permission to Conduct Survey 47
Appendix 2 Research Instrument 49

Appendix 3 Certificate of Statistical Treatment 52
Appendix 4 Curriculum Vitae 54
Appendix 5 Certification of Editing 61
LIST OF TABLES
Table1. Grade level 28
Table2. Physical Appearance Grade 11 29
Table3. Self Confidence Grade 11 31
Table4. Questions Grade 11 33
Table5. Physical Appearance Grade 12 35
Table6. Self Confidence Grade 12 37
Table7. Questions Grade 12 39

CINHS
| xiv
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
This study is all about the students’ levels of ways to improve personality
development.
The idea that personality can have a moderating effect on the influence
of deviant peers during adolescence relies heavily on the perceptions of
human behavior by other people. The adaptation of perceptions of rulings in
both fields of what actions are right, wrong, abnormal or normal influence
how people think, feel, and act. Human behavior is difficult.
In this day and age, the goal is to be proactive rather than reactive
when it comes to behavior control and crime control. With the changes in
society and the advances in technology, changes in human behavior are
bound to follow.
This study indicates howStudents’ level of ways to improve personal
development, the researchers had interest on this study and chose the
Tourism students, to study and to help them in their track, Based on the
observation of the researchers, the Tourism students have a big difference
when it comes to their behavior, the researchers come up with this study to
overcome those, Personal development is important especially to the Tourism
students, their behavior and attitude reflects to their image. In their specialized
track, they will encounter a lot of different people around the world.
CINHS
| xv
Background of the Study
Psychology also has to do with the explanation of human behavior and
the interpretation of actions as normal or abnormal. The adoption of perceptions
of rulings in both fields of what actions are right, wrong, abnormal or normal
influence how people think, feel, and act. Human behavior is difficult, if not near
impossible, to predict. If science could answer all the questions about why
people choose to act in certain ways, then many social science researchers will
be jobless. With that being said, it is crucial to explore all alleys that are present
within these fields. Currently, with the changes in society and the advancement
of technology, changes in human behavior are bound to follow. Theories such
as Social Learning Theory focus solely on how children learn from those that
they interact with on a regular basis (Akers, 2014). However, not much is to be
said about the potential moderating effects that possession of specific
personality traits can have on participation in deviant activities. Additionally,
there is a lack of research on this subject during the transitional period from
childhood to adolescence. Everyone can agree that children seemed to be
imitating the behaviors of adults at a much earlier age in the current era than in
the time of the Baby Boomers. Social media is booming with photos of thirteen-
year-old girls in midriff shirts and blogs rant about young boys being exposed to
violent video games at an earlier age. With these changes in social norms,
come behavioralchanges. Groups of teens and young adults have always been
CINHS
| xvi
subjected to peer pressures, but is the pressure occurring earlier due to the
shift in age of exposure to sex, drugs, and alcohol? News stories are constantly
airing about being involved in drug busts or underage drinking, and one can
only wonder, is there some way to prevent these changes in behavior or predict
that these children are going to behave in this way? In response to these
cultural changes, the current study takes a problem that has been around for
decades, peer pressure and peer deviance, and attempts to determine if
differences in personality in adolescents can mediate the effect of peer
deviance during the transitional period from childhood to adolescence.
Theoretical Framework
Social Learning Theory theorized By Albert Bandurain 1977. He was
born on 4th of December 1925 in the small town of Mundare in Northern
Alberta, Canada. The theory is based on the major premise that behavior is
learned and can be unlearned. Behavior is in general, a function of one’s
personality and the environment. Man is born with some innate potentials
which the environment conditions. Similarly, one can influence his or her
environment using the personality qualities. Consequently, as one interacts in
the environment, the adolescents consciously or unconsciously observe,
imitates, and displays behavior of models. Hence, Bandura posits that there is
an interrelationship among man’s personality, the behavior and environmental
factors.
CINHS
| xvii
Imitation and modelling of influential persons or models also depend on
reinforcement. This reinforcement can either be direct or vicarious in direct
reinforcement, the person imitating the model receives reinforcement directly.
When a child, for instance is praised for exhibiting a behavior, he was
receiving direct reinforcement. In vicarious reinforcement, the person
imitating the model does not get reinforced directly. It is rather the model that
is reinforced. When one watches a model being reinforced, he is also
reinforced indirectly. This is vicarious reinforcement. The motivation to
identify with a model stems from the fact that this model possesses a quality
which the individual would like to possess.

CINHS
| xviii
Conceptual Framework
The conceptual framework of this study shows the flow of the research
study.
Input Process Output
Personality *Preparation of Students’ level of

Development in survey questions ways to improve
terms of: personal
*Validations of development.
survey questioners
2.1 Physical *Data gathering

Appearance procedure through
survey questions
2.2 Self
Confidence
Feedback
Figure 1: The Research Paradigm
CINHS
| xix
Statement of Problem
This study determines the Students’ level of ways to improve
personal development.
The following question will serve as guide to the understanding of what the
research is all about:
1. What are the levels of ways of Grade 11 students to improve personality
development in terms of;
1.1 physical appearance
1.2 self-confidence; and
2. What are the levels of ways of Grade 12 students to improve personality
development in terms of;
2.1 physical appearance
2.2 self-confidence; and
3. Is there a significance difference between the levels of ways to improve
personality development when they are grouped according to grade level?

CINHS
| xx
Scope and Limitation
This study focused on the effects of Peer Pressure on the Personality
Development of Senior High School students in Cabuyao Integrated National
High School.
This study limits to the perception of the students, particularly Grade 11
and Grade 12 Senior High School Students (S.Y. 2018-2019). The
researchers use the Purposive Sampling Technique and chose the overall
number of students under the TVL- Tourism in Cabuyao Integrated National
High school, there are only forty-eight (48) Senior High School Students
under the TVL- Tourism in Cabuyao Integrated National High School.
GRADE 11 GRADE 12 TOTAL
16 32 48
CINHS
| xxi
Significance of the study
The generalization of this study would be a great contribution to cast
knowledge in relation to students. Vital result of this study could be highly
significant and beneficial especially to the following;
School – The study will help the school to have a good product of students
and will become a good model of their students
Students – To give enough knowledge on how peer pressure affects their
personality development and to give awareness and give knowledge on how
to control it.
Teachers – This study will also help the teachers in guiding their students
when it comes to behavior in their personality development. It may also have
a good impact to them because it lessens the possibilities for being stressed.
Parents – To give them awareness about their child’s perception in choosing
their friends.
Future Researchers – This study will provide information and would serve
as a basis for the researchers. It will also help other researchers to gather
data for their research. In addition, this study will aid other researchers to
have additional evidence and insights for the topic about determinants of
peer pressure and its impact to personality development.

CINHS
| xxii
Definition of Terms
To Facilitate better understanding, the Following terms are defined
conceptually and operationally:
Personality developments - is the development of the organized pattern of
behaviors and attitudes that makes a person distinctive. Personality
development occurs by the ongoing interaction of temperament, character, and
environment.
Self-confident - is to be secure in yourself and your abilities. When you are
giving a presentation or a speech, it helps to be self-confident or at least to
pretend that you are.
Physical Appearance - Our choice of color, clothing, hairstyles, and other
factors affecting appearance are also considered a means of nonverbal
communication. According to what people see when they first set their eyes on
you, judgments about your personality and abilities are going to be concluded.
Improve - Act of enhancing or making better in terms of quality, value or
usefulness. This can be by making ideas, objects or processes more desirable
by adding or removing components. The term can be also be applied to people
as well, via methods such as performance reviews which are meant to try and
improve an employee in some manner.

CINHS
| xxiii
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This Chapter presents related literature and studies that are significant
in the study. The Researchers have collected inputs from various sources,
foreign and local, to further understand the variables related to the study.
Related Literature
Yellaiah (2012) conducted a study on the Study of Adjustment on
Academic Achievement of High School Students. Education is the ability to
meet life's situation. It was a character-building process enhancing one's
personality and making his/her rational capable, respective and intelligently
independent. The child adjustment is determined by a large number of factors,
both personal and environment in nature. Normative survey method was used
for the research. It helped to explain the educational phenomena in terms of the
conditions or relationships that exist, opinions that are held by the students,
teachers, parents and experts. Sample of the study consisted of 300 students
studying in class IX from various government and private schools, rural and
urban areas of Mahabubnagar district in Andhra Pradesh. By using Adjustment
Inventory for School Students (AISS) given by Prof. A.K.P. Sinha and Prof.
R.P.Singh the sample was collected. The study conclude that adjustment and
Academic Achievement cause significant difference between male and female
students, Government and Private Schools students but Rural and urban school
CINHS
| xxiv
students did not cause any significant difference between Adjustment and
Academic Achievement. It was found that there is a low positive relationship
between Adjustment and Academic Achievement.
Anu Singh lather et. al., (2013) found that male do not differ significantly
on security insecurity while they were found to be significant for self-confidence.
The results show high positive correlation between the two variables.
Al-sibai, (2014) explored that the relationship between general self-
confidence and academic achievement has been documented in literature. It is
a controversial relationship and different studies showed conflicting results a
significant number of studies reported the positive correlation of self-confidence
with grades in language courses. Likewise, as high self-confidence may
develop the learners ‘desire to communicate and help improve language
proficiency; it may generate good school performance. The correlation between
self-confidence and academic achievement is a dynamic one. As levels of self-
confidence rise, academic achievement increases. As learners suffer from low
self-confidence, academic achievement decreases.
Ali Haydarsar, RamazanAvcu & Abdullah Isiklar(2010) studied the
analysing under graduate students ‘self-confidence levels in terms of some
variables. self-confidence has a very significant impact both on expressing
yourself during interpersonal relations and making up relations with others.

CINHS
| xxv
Acting without self-confidence may lead to isolation or retirement of an
individual from society. Because of that, therapists have been very much
concerned about self-confidence. Many people have difficulty in asserting their
rights. These people should increase their self-confidence levels in proper
situations. In this context, self-confidence education consists of modelling
people who are self-confident, acting to show that you are self-confident
enough and reacting instantly. This research was made in order to analyze
undergraduate students ‘self-confidence levels in terms of some variables. The
population of the study consisted of four departments at Aksaray University. As
a 55 sample, 168 students studying at Aksaray University took part in. Data
were collected via a scale measuring self-confidence levels of students. In data
analyses, descriptive analyses, t-test and ANOVA were used. Results of the
study showed that there was significant difference in terms of gender and
departments.
Bloir (1997) Strange and Brandt (1999) stated in their research papers
that, authoritative style balances clear high expectations with emotional support
and recognition of children’s autonomy. Studies have associated this style with
self-confidence, persistence, social competence, academic success and
psychosocial development. Lumborn et al (1991) stated that Parenting styles
are related to children and adolescents’ academic achievement.

CINHS
| xxvi
Cathy D. Lirgg (1991), Gender Differences in Self-Confidence in Physical
Activity: A Meta-Analysis of Recent Studies, the apparent lack of self-
confidence in physical activity by females compared to males has been a recent
concern of some researchers in sport psychology.
Einarson, Marne, Santiago, Anna (1996) made a study of background
characteristics as predictors of academic self-confidence and academic self-
efficacy among graduate science and engineering students: an exploration of
gender and ethnic differences. They found gender and ethnic differences in
academic self-confidence, academic self-efficacy.
MacIntyre et al. 2001, as cited in Brown, 2007, defined willingness to
communicate as “the intention to initiate communication, given a choice”. self-
confidence is the most essential factor that determines learners’ willingness to
participate in oral activities in language classrooms. In other words, we can say
that where there is self-confidence, there will be good communication. On the
other hand, lack of self- confidence is thought to be the most dangerous barrier
for effective communication.
Sylvia Beyer and Dward M. Bowden (2005) have done study on the Sex
Differences in Self-Perceptions. This research assessed Sex differences in the
accuracy of self-perceptions. Do males and females with equal ability have
similar self61 perceptions of their ability? Three measures of accuracy were

CINHS
|
used: accuracy of self-evaluation, calibration for individual questions, and xxvii
response bias. As hypothesized, for a masculine task, significant Sex
differences were found for all three measures: Females' self-evaluations of
performance were inaccurately low, their confidence statements for individual
questions were less well calibrated than males; and their response bias was
more conservative than males'. None of these Sex differences were found for
feminine and neutral tasks. As hypothesized, strong self-consistency
tendencies were found. Expectancies emerged as an important predictor of
self-evaluation of performance for both Sex and could account for females'
inaccurately low self-evaluations on the masculine task. How females'
inaccurate self-perceptions might negatively affect achievement behavior and
curtail their participation in masculine domains is discussed.
Pressure means giving force to any activities. Peer pressure means
influence of friends on each other and inducing changes in the mental and
emotional behavior by the people belonging to the same group with similar
interests, age, background and social status (Weinfied 2016). Peer pressure is
normally linked with adolescent’s risk-taking behavior such as crime, drug
abuse, and sexual behaviours. These behaviours are associated with peer
influence. The positive result can also be seen because of peer pressure, for
example an increase in the achievement, voluntary charity, public work etc.
(Kellie 2017). But contrarily, the maximum result is for negative behaviour.
CINHS
|
Normally, the student skips classes, steals, cheats, and takes drugs or alcohol xxviii
as a cause of peer pressure. Influences of peer may be in all ages and places,
such as in work place, in school, or in society. Peer pressure tends to influence
the group to loiter in the street, watch films, bunk classes, tease others, steal,
spoil public properties. (Arief, 2017).
The only paper to explicitly consider the association between peer
personality and educational outcomes is by Shure (2017), who investigated the
relationship between peer personality and grades in secondary school. In order
to identify peer effects, she exploits idiosyncratic variation in peer personality in
a school fixed effects framework. Consistent with our results, Shure (2017)
documents a positive relationship between peer conscientiousness and student
performance. Moreover, she finds a negative association between performance
and peer extraversion. The key difference between our study and Shure’s
(2017) lies in the empirical strategy: while Shure (2017) relies on school fixed
effects, we exploit the random assignment of students into teaching sections.
The benefit of our approach is that it alleviates concerns related to non-random
student sorting into peer groups.
According to Hartney (2011) peer pressure refers to the influences that
peers can have on each other. Peer pressure is emotional or mental forces
from people belonging to the same social group (such as age, grade or status)
to act orbehave in a manner like themselves (Weinfied 2010)

CINHS
| xxix
Jones (2010), defined peer pressure as the ability of people from the
same social rank or age to influence another of same age bracket. Peer
pressure is usually associated with teens although its influence is not confined
to teenagers alone. Mature adults, teens, young adults and children can be
seen doing things in order to be accepted by their peers. Peer pressure is
commonly associated withepisodes of adolescent risk taking (such as delinquency,
drug abuse, sexual behaviors), because these behaviors commonly occur in the
company of peers. It can also have positive effects when youth are pressured by their
peer toward positive behavior. Such as volunteering for charity or excelling in
academics (Kellie, 2013).
However, peers can also have a negative influence. They can encourage
each other to skip classes, steal, cheat, use drugs or alcohol, or become
involve in other risky behaviors. Majority of adolescents with substance abuse
problems began using drug or alcohol as a result of peer pressure. Negative
peer pressure may influence in various ways like joining group who drink
alcohol, smoke cigarette and Indian hemp among others. It may also lead to the
decision to have a boyfriend/girlfriend. Peer pressure indulges youth into
loitering in the streets, watching films and attending parties during school hours,
taping as alternative to stealing which may eventually graduate into armed
robbery. (Arief, 2011).

CINHS
| xxx
Peer pressure may be present in the workplace, at school or within the
society, it can affect people of all ages. It may affect people in different ways,
but the focus is on peer pressure as it influences academic performance in
school of adolescents. Peer pressure may have a positive influence and help to
challenge or motivate one to do best. Peer pressure may also result in one
doing thing that may not fit with one’s sense of what is right or wrong. In other
words, when peer pressure makes one do things that people frown at, it is a
negative peer pressure. Operationally, peer pressure is a force exerted by
people that influenced ideas, values and behavior either positively or negatively
and always associated with adolescents. Study shown that many popular
students who do not manage their time well make lower grades than less
socially accepted adolescent (Hartney, 2013). This is possibly because popular
students may spend more time worrying about their social life rather than
studying.
Time management has to do with planning and scheduling activities,
organizing tasks in a prioritized order and allocating time to the tasks according
to their order of importance, and helping one achieve desired objectives
(Achunine, 2010). Time management is the ability to manage and control time.
(Lakein, 2013). The use of planners, calendars and the like are effective tools in
managing time. Time management is the art of arranging organizing,
scheduling and budgeting one’s time for the purpose of generating more
effective work and productivity. (Lakein, 2013). Time management is important

CINHS
| xxxi
for everyone, while time management books and seminars often focus on
business leaders and corporations, time management is also crucial for
students, teachers, professionals, and home makers. Time management is
mostly about self-management. One may be right to say that time management
is the ability of an individual or group of individuals to make proper use of their
time in order to achieve set goals.
Time management is explained as behavior that is believed to aid
production and alleviate stress, and productivity (Misra, 2009). Implementing
time management strategies helps to organize aspects of one’s life, therefore
allowing one’s time to complete all the tasks necessary to reduce one’s stress
level. In completing the task on schedule, a student will also enhance his
academic performance. It can be deduced from Misra (2009) view, that an in-
school adolescent who spends his time on irrelevant things instead of
concentrating on studies may end up having poor academic performance. The
issue of students loitering about, holding parties at the expense of their studies,
tends to suggest that students in Abia State do not manage their time well.
Hence, academic performance might be affected.
Adolescent period is a time when many young people take the
opportunity to assess themselves as well as begin the process of seeking out
their own personal identities. Part of this process includes questioning
previously accepted beliefs and guidance given in childhood and maintaining a
distance from adult influences. Young ones during this period often rely on their
CINHS
|
peer group for support, approval, and behavior models (Aribiyi, 2012). Empirical xxxii
sources indicated that adolescent’s involvement in unguarded and
discriminated negative peer pressure is on the increase (Okonofua&Kanfua,
2006; Osarenren, 2010).
Adolescents’ use of time is an issue importance to youth, families and
society because the amount of time spent in various activities has been linked
to the development of adolescent problem behaviours. Occupying time in
constructive ways by participating in co-curricular activities like doing
homework, for example, is often viewed by parents and community leaders as
well a means of preventing negative peer pressure such as substance abuse,
delinquency and sexual activity. Adolescents’ time used in school and peer
experiences may also have profound influences on the development of problem
behavior. Some literature shows high level of family support and cohesion are
associated with lower levels of adolescent substance use, delinquency and
other negative outcomes (Barnes and Farrell (2013). On the order hand, large
exclusive amount of time spent in unsupervised peer context may reinforce or
exacerbate adolescent substance use and delinquency. Thus, large amount of
unsupervised time spent with peers at parties, “hanging out” at malls, dating
and talking on the phone may contribute to a variety of negative peer pressure
in adolescents (Osgood and Anderson, 2008).

CINHS
|
Gender may have positive and negative influence on in-school xxxiii
adolescents. The World Health Organization defines gender as the socially
constructed roles, behavior, activities and attributes that a society considers for
men and women. To Woolfolk (2014), gender usually refers to traits and
behaviors that a culture judges to be appropriate for men and women. Cross
and Madson (2012) stated that although most of the researcher shows that
parent attachment is stronger in female, female may also be more likely than
boys to draw support from other sources, such as peers, because female may
be more active in the pursuit of relatedness in the context of their peer relations.
Hay and Ashman (2009) concluded that females were more influenced by peer
relations than males.
The effects of negative peer pressure on an adolescent can be lifelong.
When an adolescent is trying to fit in, there is no limit to what they may do.
Sometimes, the effects of peer pressure can be as simple as dressing a certain
way. However, there are serious problems that can occur with negative peer
pressure. It may push a person to become depressed, insecure, or feel lost. If
a person is pressured into using drugs, smoking, or drinking, they may become
addicted. Yavuzer, et.al (2014) found out that the most significant contributor to
predicting adolescents’ aggression was peer pressure. They also found out
that male adolescents tended to have higher aggression scores than their
female counterparts. Their desire to belong to a group and find acceptance

CINHS
|
among their peers is enough for them to act aggressively if they feel pressured xxxiv
to behave a certain way.
As serious as peer pressure can be, positive peer pressure can have the
opposite effect. If a teenager sees all his/her friends joining a volunteering or
getting good grades, it might lead the person to think that these things are
important (Scholastic, 2008). Positive peer pressure can lead to a person
wanting to try new things and striving hard to fit in among their friends in a
positive way. This can affect an adolescent in a positive way by giving them
higher self-esteem. It can also have a positive impact on their academic
grades.
According to Ryan (2013) an important component of interpersonal
attraction and selection of friends individually. Brown, et.al (1993), also
suggested that adolescents peer group members select each other based on
similar characteristics just as adults do. Its unusual for young person to select
a friend who uses cigarettes or alcohol, research shown that peer influence
which is relatively small was mediated by family factors, such as parental
monitoring (Fischhoff, et.al, 1999).

CINHS
|
Chapter 3 xxxv
Research Methodology
This chapter discussed the method of Research used, the respondents
of the study, the instrument utilized in the investigation, the data gathering
procedure adopted, and the statistical treatment applied to the data of the study
Method of Research
In this study, the researchers used the descriptive method. This type of
research design describes what exist to uncover new facts and meanings. Its
purpose is to observe and describe. Also, the researcher utilized quantitative
type of research to quantify data and generalize results from a sample to the
population of interest and measure the incidence of various views and
opinions and chosen sample.

CINHS
|
Purposive Sampling xxxvi
The samples known as the respondents are the Grade 11 and Grade
12 Senior High School Students of Cabuyao Integrated National High School.
The total numbers of respondents were forty-eight (48) from Grade 11 and
Grade 12. The researchers did not use the Purposive Sampling because the
required respondents of the researchers are only the Senior High School
Students under the track of TVL- Tourism, Since, the population is relatively
small, the researchers used the total population of the Senior High School
Students under the track of TVL-Tourism for the researchers to gather the
needed data.
Grade 11 Grade 12 total
16 32 48
CINHS
|
Description of respondents xxxvii
The researcher employed the simple sample under the unbiased
sampling technique to get sample size in Grade 11 and Grade 12 Senior High
Students. The respondents are composed of 48 Senior High School students
of Cabuyao Integrated National High School.
Research Instrument
In this research, survey questionnaires were used as the research
instrument. A survey questionnaire is an instrument that is a comprised of a
set of questions to be asked to the respondents of the study.
The researcher presented a survey questionnaire as their research
instrument consisting of series of questions and other prompts for the purpose
of gathering information from the respondents. The questionnaires will be
presented in a form of a checklist wherein the respondents were asked about
the Impact of Peer Pressure to the Personality Development of Grade 11 and
12 Tourism Students. Also, this checklist questionnaire will answer the
researchers’ statement of the problem.

CINHS
|
Data Gathering Procedures xxxvii
i
For the purpose of this research, survey questionnaires were used. The
researchers prepared a permission letter that will be submitted to the Officer in
Charge2, Maribeth G. Herrero to get an approval for the distribution of survey
questionnaires to be conducted to the Senior High School students of
Cabuyao Integrated National High School. The researchers also prepared a
validator letter for their survey questionnaires to be approved by their validator.
After the questionnaires were accomplished and approved, the results will be
tallied and tabulated. The gathered data will become the bases of analysis and
interpretation of researchers’ study.
Statistical Treatment of data
In this study, descriptive research designs were used. Descriptive
research is a scientific method which involves observing and describing the
behavior of a subject without influencing it in any way.
According to Young (1991), “descriptive method of research is a fact-
finding study with adequate and accurate interpretation of the findings. It
describes with emphasis what actually exist such as current conditions,
practices, situations, or any phenomena.”

CINHS
|
The researchers chose the descriptive design to specifically describe the xxxix
tallied and tabulated data to follow their research methodology which is a
qualitative research to easily understand the gathered data. Also, it will serve
as a guide to the researchers’ conclusions, findings and recommendations.
This study used the following tools in analyzing and interpreting the
gathered data.
1. Frequency Distribution
It is a table that displays the frequency of various outcomes in a
sample. Each entry in the table contains the frequency or count of the
occurrences of values with a particular group or interval. In this way, the
table summarizes the distribution of values in the sample, the frequency
of the respondents’ grade level and track/strand.
2. Percentage
It is the process of expressing a part of a whole in hundreds. It
was used in the study to show the percentage of the respondent’s
demographic profile in terms of physical appearance, self-confidence
and problems of peer pressure encountered by the respondents. This
was achieved by using the formula below.
P = f = 100%
N
CINHS
| xl
Where:
P = is the percentage
f = is the frequency
N = is the number of respondents
3. Mean
Is the average that was used to derive the central tendency of the data in a
question. It is determined by adding all the data in a population and the
dividing the total by the number of points. Mean was used in this study to
determine the difficulties experienced in composition in terms of physical
appearance, self-confidence and problems of peer pressure encountered by
the respondents.
This was achieved by using the formula below:
µ = ∈ 𝑓𝑥
N
CINHS
| xli
Where:
µ= weighted mean
𝜖= summation
f = frequency response
x = weight mean
N = total no. of cases
T-test is often called Student’s T test in the name founder “Student”. T test is
used to compare two different set of values. It is generally performed on a
small set of data. T test is generally applied to normal distribution which has a
small set of values. This test compares the mean of two samples. T test uses
means and standard deviation of two samples to make a comparison. The
formula for T test is given below.

CINHS
| xlii
Where:
𝑥1 = Mean of first set of values
𝑥 2 = Mean of second set of values
𝑆1= Standard deviation of first set of values
𝑆2 = Standard deviation of second set of values
𝑛1 = Total number of values in first set
𝑛2 = Total number of values in second set
The formula for standard deviation is given below
Where
X = Values given
x = Mean
n = Total number of values

CINHS
| xliii
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discussed the presentation and analysis of data related on
the research problem of the study. The researchers interpreted the data
depending on the result of the assessment of the respondents’ difficulties in
terms of physical appearance, self-confidence and problems in peer pressure
encountered by the students of Cabuyao Integrated National High School.
This study was geared towards achieving these specific aims; (a)
demographic profile of the respondents in terms of grade level and
track/strand (b) the assessment through survey on the impact of peer pressure
to the personality development of Grade 11 and Grade 12 Tourism students in
terms of physical appearance, self-confidence and problems of peer pressure
encountered by the respondents, (c) the significant difference between the
Grade 11 and Grade 12 students in impact to personality development of peer
pressure.
.
CINHS
| xliv
a. Demographic profile of the respondents in terms of grade level and
track/strand
b. The assessment through survey on the impact of peer pressure to
the personality development of Grade 11 and Grade 12 Tourism
students in terms of physical appearance, self-confidence and
problems of peer pressure encountered by the respondents
c. the significant difference between the Grade 11 and Grade 12
students in impact to personality development of peer pressure.
Grade level Frequency Percentage
Grade 11 16 33.33
Grade 12 32 66.67
Total 48 100
Table 1.1 Shows the Population, Sample Size and Sampling Techniques
used in the study. There are total of 48 respondents in TOURISM of Senior
High Department of Cabuyao Integrated National High School Selected 16
respondents are from Grade 11 with a percentage of 33.33 and 32 respondents
are Grade 12 with a percentage of 66.67. The respondents are student of
Grade 11 Vega and Grade 12 Orion.

CINHS
| xlv
Descriptive
Physical appearance Mean Value
1. I use make up or other beauty products. 2.44 Disagree
2. I wear the same clothes with my friends just for fun. 2.16 Disagree
3. I see to it, that I'm always presentable on the way I

dress 2.42 Disagree
4. I wear other clothes and accessories for fashion e.g.

Jacket, Sunglasses, Cap, Earring/s etc. 2.56 Agree
5. I style my hair that suits to me. 2.7 Disagree
TOTAL 2.46 Disagree

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)
Table 1.1 Shows the Frequency and Percentage in Terms of Physical
Appearance of Grade 11 Senior High School of Cabuyao Integrated National
High School. The question "I use make up or beauty products" have a total
mean of 2.44 from the chosen respondents with a descriptive value of
disagree. The question "I wear the same clothes with my friends just for fun"
have a total mean of 2.16 From the chosen respondents with a descriptive
value of disagree. The question "I see to it, that I'm always presentable on the
way I dress” have a total mean of 2.42 From the chosen respondents with a
descriptive value of disagree.

CINHS
| xlvi
The question "I wear other clothes and accessories for fashion e.g.
jacket, sunglasses, cap, earring/s etc." have a total mean of 2.56 From the
respondents with a descriptive value of agree. The question "I style my hair that
suits to me" have a total mean of 2.7 from the respondents with a descriptive
value of disagree. The 2.46 weighted mean is the total for physical appearance
with an interpretation of disagree.
The question "I wear other clothes and accessories for fashion e.g. jacket,
sunglasses, cap, earring/s etc." have a total mean of 2.56 From the
respondents with a descriptive value of agree. The question "I style my hair
that suits to me" have a total mean of 2.7 from the respondents with a
descriptive value of disagree. The 2.46 weighted mean is the total for physical
appearance with an interpretation of disagree.
Haley J Webb, et .al (2017) rowing from the tripartite sociocultural
model of body image, the researchers examined whether direct messages and
modeling from peers, parents, and media were concurrently and prospectively
associated with appearance‐based rejection sensitivity (appearance‐RS) in
young adolescents (Mage = 12.0 years). Appearance‐RS was higher among
those who concurrently reported more appearance‐related teasing and
pressure by peers, more parent teasing, and greater acceptance of media
appearance ideals. In prospective analyses, greater increases in Appearance‐
RS over 1 year were found from adolescents who perceived higher levels of
CINHS
| xlvii
parental appearance‐related teasing and negative attitudes about their own
appearance. Moderation analyses indicated the positive prospective
association between parental negative appearance attitudes and appearance‐
RS was found in younger but not older participants. Gender did not moderate
associations.
Descriptive
Self-confident when. MEAN Value
1. My friends are around me. 2.79 Agree
2. My teacher called me in his/her class to recite 2.82 Agree
3. Being praised or being complimented by my

friends even I am not with them. 2.84 Agree
4. My parents are very supportive on the things I

went. 2.88 Agree
5. I passed my subject. 2.93 Agree
TOTAL 2.85 Agree

Table 1.2 Show the Frequency and Percentage in terms of Self
Confidence of Grade 11 Senior High School. The question "My friends are
around me" have a total mean of 2.79 From the chosen respondents with a
descriptive value of agree. The question "My teacher called me in his/her class
CINHS
|
to recite" have a total mean of 2.82 From the respondents said that they xlviii
agree. The question "being praised or being complimented by my friend seven
I am not with them" have a total mean of 2.84 From the respondents said that
they agree. The question "my parents are very supportive on the things I want"
have a total mean of 2.88 from the respondents said that they agree. The
question "I passed my subject" has a total mean of 2.85 From the respondents
said that they agree. The total weighted mean for Self Confidence is 2.85 with
an interpretation of agree.
Educational activities are geared towards ensuring that students achieve
mastery of educational objectives. In school, the extent to which these
objectives have been achieved, is determined by their level of peer pressure,
time management as students’ success are reflected in their academic
performance. Peers play a large role in the social and emotional development
of adolescents according to Allen (2014). Their influence begins at an early age
and increases through the teenage years, it is natural, healthy and important for
adolescent to have and rely on friends as they grow and mature. A peer could
be any one you look up to in behavior or someone who you would think is equal
to your age or ability (Hardcastle, 2013). On the other hand, the term “pressure”
implies the process that influence people to do something that they might not
otherwise choose to do.

CINHS
| xlix
Descriptive
Physical appearance Mean Value
1. I use make up or other beauty products. 2.47 Disagree
2. I wear the same clothes wih my friends just for fun. 2.28 Disagree
3. I see to it, that I'm always presentable on the way I dress 3.31 Agree
4. I wear other clothes and accessories for fashion e.g.

Jacket, Sunglasses, Cap, Earring/s etc. 2.94 Disagree
5. I style my hair that suits to me. 3.09 Agree
Total 2.98 Agree

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26
– 4.00)
Table 2.1 Show the Frequency and Percentage in terms of Physical
appearance of Grade 12 Senior High School.The question "I use make up or
beauty products" had a total mean of 2.47 from the respondentswith an
interpretation of disagree. The question "I wear the same clothes with my
friends just for fun" had a total mean of 2.28from the respondents with an
interpretation of disagree. The question "I see to it, that I’m always presentable
on the way I dress” had a total mean of 3.31form the respondents with an
interpretation of.The question "I wear other clothes and accesories for fashion
e.g. jacket, sunglasses, cap, earring/s etc." had a total meanof 2.94 from the
respondents with an interpretation of disagree. The question "I style my hair that
suits to me" had a total mean of 3.09 from the respondents which said that they
CINHS
|l
agree. The total weighted mean for the physical appearance is 2.98 with an
interpretation of agree.
Kleinke (1978) was able to lower or raise a male's self-esteem simply by
giving false reports on a personality test. How does hearing about one's
personality affect one's self-esteem? How does one know whether one has
made someone confident based on how one describes someone's personality
to him or her? This question leads to the problems in Popkins' proposed
experimental procedure.
Popkins contends that his design will demonstrate that attractiveness is a
main contributor in the development of personality. Unfortunately, I fail to
believe that his proposal will fulfill proper scientific procedure. The experimenter
would need to pre-screen participants' pre-existing self-consciousness and self-
opinion to determine how various people will react to being made to look bad.
Reactions will vary according to how aware participants are of their
appearance, their concern over looking "good," and how they think of
themselves. Due to the large numbers of conditions, this experiment would
require huge numbers of participants to fill all the groups.

CINHS
| li
Descriptive
Self-confident when. MEAN Value
Strongly
1. My friends are around me. 3.59 agree
Strongly
2. My teacher called me in his/her class to recite 3.38 agree
3. Being praised or being complimented by my friends

even I am not with them. 2.91 Agree
4. My parents are very supportive on the things I went. 3.16 Agree
Strongly
5. I passed my subject. 3.63 agree
Strongly
Total 3.33 agree
Table 2.2 Show the Frequency and Percentage in terms of Self-
confidence of Grade 12 SHS. The question "My friends are around me" Had a
total mean of 3.59 from the respondents which said that they strongly agree.
The question "my teacher called me in his/her class to recite" has a total mean
of 3.38 from the respondents which said they that strongly agree. The question
"being praised or being complimented by my friend seven i am not with them"
had a total mean of 2.91 from the respondents which said that they agree. The
question "my parents are very supportive on the things i went" had a total
mean of 3.16 from the respondents which said that they agree. The question "I
passed my subject" had a total mean of 3.63 from the respondents which said
CINHS
| lii
that they strongly agree. The total weighted mean for self-confidence is 3.33
with an interpretation of Strongly agree.
Omotere (2011) conducted a research on the influence of peer group
on adolescents from the selected schools in Ogun State. The study
investigated the influence of peer group on adolescent performance.
Descriptive research methodology was used. Random sampling techniques
were also adopted in selecting 150 in-school adolescents from four secondary
schools in two local Government Areas of Ogun State. Questionnaire was
developed to collect data. The data collected was analyzed using T-test and
Pearson. The findings of the study revealed that peer group could positively
influence the academic performance of in-school adolescents. In line with
present study parents and teachers should provide adequate guidance to
adolescents to help them understand how the friends they keep can either
positively or negatively influence their academic performance in school. Also,
in-adolescent should relate with students that will influence them academically.
CINHS
| liii
T-Value
Variable Computed Tabular Decision Conclusion
Physical 1.38 2.63 Accept HO. No significance
Appearance difference.
In Table 3.1 the result of computed T-Value is 1.58 and the Tabular
Value is 2.63. The decision is Accept HO that the Perception of the Two Groups
of respondents on the TVL Track in term of Physical Appearance is no
significance difference.
T-Value Decision Conclusion
Variable Computed Tabular
Accept HO. No significance
Self-Confidence 1.59 2.63 difference
In Table 3.1 the result of computed T-Value is 1.59 and the Tabular
Value is 2.63. The decision is Accept HO that the Perception of the Two Groups
of respondents on the TVL Track in term of Self Confidence is no significance
difference.
CINHS
| liv
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary, findings, conclusions, and
researchers’ recommendation on the “STUDENTS’ LEVELS OF WAYS TO
IMPROVE PERSONALITY DEVELOPMENT. This chapter is based on the
statement of the problem of the study.
Summary
The intent of this study is to show the effects of peer pressure to
personality development on Grade 11 and Grade 12 Students in terms of
physical appearance, self-confidence and problems in peer pressure
encountered by the students. This study is subjected only to the forty-eight
(48) Grade 11 and Grade 12 students coming from TOURISM Students of
Cabuyao Integrated National High school. The researcher used the 100% of
the population of the respondent. The questionnaires were answered by the
Grade 11 and Grade 12 students based on the experienced difficulties in
every indicator. In the demographic profile of the respondents the researchers
used the relative frequency and percentage to interpret the number of students
who undergo in this study.

CINHS
| lv
The responses were tabulated to determine the grand mean in every
section of Grade 11 and Grade 12 and the experienced difficulties. T-test was
used to determine the significance of the experienced difficulties of the
respondents when they are grouped according to their profile.
Findings
Based on the data presented and interpreted in Chapter IV, the
researchers come up with the summary of findings:
The Grade 11 and 12 Tourism based on the last table the lowest is "it
can influence decisions about sex and the highest of rank received is the
"academic performance" Results show that is both grade level are much
influenced by peer pressure when it comes to academic performance and less
influenced when it comes to decisions about sex.
Conclusion
Based on the findings, these conclusions were drawn.
1. The Grade 11 student’s response in the physical appearance is
“disagree” while in self-confidence, the respondents “agree” and Grade 12
Students response in the physical appearance is “agree” while in self-
confidence the respondents “strongly agree.”

CINHS
| lvi
2. Both Grade level are more Influence by academic performance when
it comes to peer pressure the Grade 12 has the mean of 22.45 and Grade 11
has the mean of 34.09 and least influence when it comes to decisions about
sex the Grade 12 has the mean of 20.21 and the Grade 11 has the mean of
2.27.
Recommendation
Considering the findings and the conclusions bring on of the study, the
following suggestions are hereby for consideration:
Physical appearance
The Grade 11 and Grade 12 Tourism students must do or agree to the
following questions on the checklist especially that they are tourism students,
they must be presentable as they look and wear.
Self confidence
Grade 11 and Grade 12 must be confident enough as they are taking
up track/strand tourism more often In the near future they will communicate to
different people around the world, so it is best for them to be confident in all
the things that they will do in order for them to succeed on the profession that
they are aspiring for.

CINHS
| lvii
References
Bibliography
 Barnett, M. A. (1987). Reasons for not wanting help. The Journal of
Genetic Psychology, 149(1), 127-129.
 Berndt, T. J. & Ladd, G. W. (Eds). (1989). Peer Relationships in Child
Development. New York: Wiley and Sons.
 Bryant, B. K. (1987). Children's peer relationships: Integration badly
needed. Contemporary Psychology, 32(1), 29-30.
 Healey, J 1996, Respectful Relationships, The Spinney Press,

Balmain,Nsw
 Johnson, P. W., & Johnson, R. T. (1985). Learning together and alone:
Cooperation, competition, and Individualization. Minneapolis, MN:
Cooperative Learning Centre (202 Pattee Hall, 150 Pillsbury Drive S.C.
55455).
 Lirgg, C. D., & Feltz, D. L. (1990). Teacher versus peer models
revisited: Effects on motor performance and self-efficacy. Research
Quarterly for Exercise and Sport, 62(2), 217-224.
 Lowenstein, L. F. The peer group promoting socialisedbehaviour.
Education Today, 39(2), 27-34.
 Opotow, S. (1991). Adolescent peer conflicts: Implications for students
and for schools. Education and Urban Society, 23(4), 416-441.

CINHS
| lviii
 Petzel, T. P., Johnson, J. E., &Bresolin, L. (1990). Peer nominations for
leadership and likability in problem-solving groups as a function of
gender and task. The Journal of Social Psychology, 130(5), 641-648.
 Pombeni, M. L., Kirchler, E., &Palmonari, A. (1990). Identification with
peers as a strategy to muddle through the troubles of the adolescent
years. Journal of Adolescence, 13, 351-369.
 Van Roosmalen, E.H. & McDaniel, S.A. (1992). Adolescent smoking
intentions: Gender differences in peer context. Adolescence, 27(105).
87-105.
 Wodarski, J. S., Petzel, T. P., Johnson, J. E., &Bresolin, L. (1990).
Adolescent substance abuse: Practical implications. Adolescence,
25(99), 667-688.
CINHS
| lix
Online Sources
https://www.pinterest.ph/pin/508906826617689990/
https://www.skillsyouneed.com/personal-skills.html
http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/224-published.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2847408/
https://www.tandfonline.com/doi/abs/10.1080/02185385.2014.885208
http://www.unn.edu.ng/publications/files/mrs%20okorie%20OKORIE,%20ANGELA%
20NKEM%20%20chapter%20one%20to%20appenddix%20May%202014%20la
test%20one.pdf
ttps://scholar.google.com.ph/scholar?q=foreign+literature+about+peer+pressure
&hl=en&as_sdt=0&as_vis=1&oi=scholart
http://blogs.edweek.org/edweek/inside-school-
research/2011/02/study_peer_pressure_may_change.html
https://nairaproject.com/m/blog/009.html
https://www.peer.ca/Biblio12.html
https://childrenslitforum.wordpress.com/2018/04/30/peer-pressure-annotated-
bibliography-by-michael-dwornitski/
http://www.businessdictionary.com/definition/improve.html
https://www.learning-theories.com/social-learning-theory-bandura.html
CINHS
| lx
Appendices
CINHS
| lxi
Appendix A
Letter of Request
CINHS
| lxii
Republic of the Philippines

Limcaoco Subdivision Poblacion Tres
City of Cabuyao, Laguna
January 24, 2018
Ms. Jennifer Alcasabas Antiporta

Teacher
Cabuyao Integrated National High School
Limcaoco Subdivision Poblacion Tres
City of Cabuyao, Laguna
Dear Sir,
Greetings!
The undersigned are Grade 12 Tourism student of Cabuyao Integrated National

High School undertaking a research entitled, “STUDENTS’ LEVELS OF WAYS
TO IMPROVE PERSONALITY DEVELOPMENT"
With your expertise, we are humbly asking your permission to validate the
attached made questionnaire, for the study using the attached rating tool.
We are looking forward that our request would merit your positive response.
Thank you and more power.
Respectfully yours,
PAUL ADAM C. CAPACETE

JOHN GIL V. LORESTO
MARY RAMCELLE ASHLEY A. BARIRING
Researchers
Noted by:
DR. NONILON A. MADERAZO Ms. Jennifer Alcasabas Antiporta
Research Adviser Language Editor

CINHS
| lxiii
Appendidix 2 Research
Instrument
CINHS
| lxiv
Dear respondent:
We are the Students of Cabuyao Integrated National Highschool from

Grade 12 BPP Archer. We are conducting a study entitled “STUDENTS’
LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENTl”.
Please provide on honest response to our questions.
Name (Optional):
Grade:
Direction: Put a Check ( ) in the box next to the answer of your choice.
(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly Disagree
1.1 PHYSICAL APPEARANCE:
SA A DA SD
To improve my physical appearance… (4) (3) (2) (1)
1. I use make up or other beauty products.
2. I wear the same clothes with my friends

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

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

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

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

recite something.
3. Being praised or being complimented by

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

things I went.
5. I passed my subjects.
CINHS
| lxvi
Appendix 3 Certificate of
Statistical Treatment
CINHS
| lxvii
CERTIFICATION OF STATISTICAL TREATMENT
This is to certify that I Thoroughly facilitate and edited the statistical data
of the research “STUDENTS’ LEVELS OF WAYS TO IMPROVE
PERSONALITY DEVELOPMENT” of Mr. Paul Adam C. Capacete, Mr. John Gil
V. Loresto, Ms. Mary Ramcelle Ashley A. Bariring. This certification is issued
upon the request of Ms. Mary Ramcelle Bariring (Group Leader) for whatever
legal purpose it may serve.
Given this March 2019
Mrs. Gladis Basco

Teacher
CINHS
|
lxviii
Appendix 4
Curriculum Vitae
CINHS
| lxix
Paul Adam C. Capacete
Blk 38 Lot 42 Carlton Residence

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

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

Year: 2017-2019
CINHS
| lxxi
John Gil V. Loresto
Blk2, Lot36, Phase3 ST. Joseph 7

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

Year: 2013-2017
SENIOR HIGH SCHOOL:

Year: 2017-2019
CINHS
|
lxxiii
Mary Ramcelle Ashley A. Bariring
1571 Brgy. DilaSta.Rosa Laguna

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

Year: 2013-2017
SENIOR HIGH SCHOOL:

Year: 2017-2019
CINHS
| lxxv
Appendix 5
Certification of Editing
CINHS
|
CERTIFICATION OF EDITING lxxvi
This is to certify the thesis of Paul Adam Capacete, John Gil Loresto,
Mary Ramcelle Ashley Bariring entitled STUDENTS’ LEVELS OF WAYS TO
IMPROVE PERSONALITY DEVELOPMENT for the In Partial Fulfillment of
the Requirements for the Track Technical-Vocational-Livelihood was edited by
the undersigned.
Jennifer Alcasabas Antiporta
Language Editor

Students Levels of Ways To Improve

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Students Levels of Ways To Improve

Încărcat de

Drepturi de autor:

Formate disponibile

CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY

Presented to the Faculty of the Senior High School

In Partial Fulfillment of the Requirements for the Track

CAPACETE, PAUL ADAM C.

LORESTO, JOHN GIL V.

BARIRING, MARY RAMCELLE ASHLEY A.

This research paper entitled “STUDENTS’ LEVELS OF WAYS TO IMPROVE

LEO VIGIL M. BATUCTOC NIÑO T. CANSICIO

Accepted in partial fulfillment of the requirements for the Technical-

Dr. NONILON A. MADERAZO

With boundless love and appreciation, the researchers would like to

gratitude to the following:

the researchers bring this study into success.

Mrs. GladisBasco, as the research statistician who unselfishly dedicated her

precious time and greatest effort for the statistical treatment.

Ms. Maribeth G. Herrero, as the officer-in-charge for her approval to conduct

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

To the selected Senior High School Students of Cabuyao Integrated

making this research study a successful one.

This is to certify that the research work presented in this thesis,

Students’ levels of ways to improve personality development, this research

work serves as a requirement for the Technical-Vocational-Livelihood Track

or written works, except where proper referencing and acknowledgement were

PAUL ADAM C. CAPACETE

JOHN GIL V. LORESTO

MARY RAMCELLE ASHLEY A. BARIRING

as the researchers inspirations. As a token of gratitude, the researchers whole

heartedly dedicate this study to all of them.

to thank their friends who supported and encouraged them despite of

experiencing the same problems.

Title: Students’ levels of ways to improve personality

Researchers: Capacete, Paul Adam C.

Loresto, John Gil

Bariring, Mary Ramcelle Ashley

Track: Technical Vocational Livelihood

Institution: Cabuyao Integrated Natonal High School

Subject: Inquiries, Investigations and Immersion

Adviser: Mrs. Gladis Basco

The main objective of the study is to determine theperception of

selected Grade 11 and 12 SHS students in TVL (Tourism) regarding Peer

Pressure and its Impact to Personality Development. The researchers want to

know if the friends or peers of selected Grade 11 and Grade 12 Tourism

students affect their personality.

through Survey questioner. Its purpose is to observe. Also, the researchers

utilized quantitative type of research to quantify data and generalize results

from a sample to the population of interest and measure the incidence of

various views and opinions and chosen sample.

Based on the data presented and interpreted in Chapter IV, the

researchers come up with the summary of findings. The Grade 11 and 12

peer pressure when it comes to academic performance and less influenced

when it comes to decisions about sex.

Based on the findings, these conclusions were drawn. The Grade 11

student’s response in the “Physical appearance” is disagree while in “self-

confidence” the respondents agreed and Grade 12 Students’ response in the

“Physical appearance” is agree while in self-confidence they responded

TVL Track in terms of Physical Appearance and Self Confidence, there is no

significance difference when both grade levels are grouped.

Based on the conclusions, the following are recommended. The Grade

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

must be presentable as they look and wear.