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Peer Pressure and Motivation of Student Learning in Filipino: The Mediating

Effect of Cooperative Learning

Article in Asian Journal of Education and Social Studies · May 2023

DOI: 10.9734/ajess/2023/v44i1951

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 Asian Journal of Education and Social Studies

Volume 44, Issue 1, Page 1-12, 2023; Article no.AJESS.99650

ISSN: 2581-6268

Peer Pressure and Motivation of Student

Learning in Filipino: The Mediating
Effect of Cooperative Learning
Laidee Dianne D. Fragata a* and Marilou Y. Limpot a
a
University of Mindanao-Professional School, Matina, Davao City, Philippines.

Authors’ contributions

This work was carried out in collaboration between both authors. Author LDDF designed the study,
performed the statistical analysis, wrote the protocol, wrote the draft of the manuscript, managed the
literature searches and discussed the paper. Author MYL gave advised and directions. Both authors
read and approved the final manuscript.

Article Information
DOI: 10.9734/AJESS/2023/v44i1951

Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers,
peer review comments, different versions of the manuscript, comments of the editors, etc are available here:
https://www.sdiarticle5.com/review-history/99650

Received: 03/03/2023
Original Research Article Accepted: 05/05/2023
Published: 12/05/2023

ABSTRACT

Aims: To determine the mediating effect of cooperative learning on the relationship between peer
pressure and learning motivation in Filipino among students.
Study Design: Quantitative non-experimental design.
Place and Duration of Study: The study was conducted through online survey in a public school
of Division of Davao del Surduring the school year 2021-2022.
Methodology: Therespondentswere290juniorhighschoolstudentsfroma public school in Division of
Davao del Sur, Region XI, Southern Mindanao, Philippines. The selection of respondents was
carried out through a stratified sampling technique. The data were collect edusing google forms.
Results: It was discovered that the independent variable peer pressure obtained a high level, as
well as the independent variable student motivation in learning Filipino, and the mediating variable
cooperative learning. It was also found that peer pressure and students' motivation in learning
Filipino have a significant relationship, as well as peer pressure and cooperative learning, and
_____________________________________________________________________________________________________

*Corresponding author: Email: [email protected];

Asian J. Educ. Soc. Stud., vol. 44, no. 1, pp. 1-12, 2023
 Fragata and Limpot; Asian J. Educ. Soc. Stud., vol. 44, no. 1, pp. 1-12, 2023; Article no.AJESS.99650

cooperative learning and students' motivation in learning Filipino. Therefore, it appears that there is
partial mediation occurring in this study.
Conclusion: It can be concluded that peer pressure had a significant effect on the decrease of
students' motivation in the class, but with the help of cooperative learning, the significant
relationship between the two aforementioned variables was reduced. In short, cooperative learning
helps to reduce the negative effect of peer pressure on students' motivation to learn Filipino.The
high level of cooperative learning in the relationship of peer pressure and student motivation in
Filipino is a good indication that this is necessary to take place within the class such as group
activities in which students have of exchanging ideas and working together to solve an academic
problem.

Keywords: Education; cooperative learning; mediating effect; peer pressure; Philippines; student
motivation.

1. INTRODUCTION effects of peer pressure, it is still based on how

they deal with their peers [9].
Inside a classroom, a teacher's greatest
challenge is motivating students to learn. Lack of Cooperative learning is also one of the strategies
motivation remains a problem because it leads to associated with peer pressure. Through this, the
decreased academic achievement [1]. In a feeling of being accepted and supported by
survey of high school dropouts, it was proven others is stimulated and the relationship between
that 69% of dropouts said they lacked motivation each member in a group is enriched [10]. On the
[2]. In a study in Turkey, it is said that the other hand, the use of cooperative learning
decrease in motivation becomes an obstacle to affected the students' motivation. It not only
achieving future goals and valuing them [3]. promotes their academic success but also the
proper interaction of students [11]. Also,
Motivation plays a very important role in an cooperative learning method has a significant
individual's learning success. Motivation drives positive effect on student motivation [12].
the achievement of his goals [4]. Motivated
students achieve academic achievement by That's why the research is that it is linked to the
studying, asking questions, seeking advice, Self-determination Theory of Deci & Ryan on
and participating in classes, laboratories, and Motivation (1985). This theory is derived from
group work [5]. Therefore, studies on motivation Deci and Ryan's research that is attributed to
are very important to know more about human motivation based on three basic
the aspects and factors that motivate a student psychological needs; autonomy, engagement
to have a desire for learning. Research and competence. These three needs are thought
also resulted in the development and use to be important for psychological well-being and
of approaches and strategies to motivate growth [13]. Therefore, man is driven to act to
students. satisfy this need. This theory is also applied to
various aspects of life including education,
However, some researchers have emphasized exercise, development, parenting and socializing
that students' motivation is influenced by their [14]. There is a certain need that is relevant in
peers and is reflected in their academic success this topic regarding peer influence, and this is
or failure. Adolescents were less influenced by relatedness or interaction. It is a human need to
their parents or guardians because they were feel connected and warmly welcomed by fellow
more impacted by their peers [6]. The group to [15]. Based on SDT, people are motivated to
which a child belongs influences his learning. satisfy this need. This provides a specific
From childhood to puberty, an individual is explanation for the ability to motivate colleagues.
always encouraged to belong and be accepted in
a group [7]. Although socializing can increase As humans, we want to feel connected to others
anxiety especially when they compare their and this motivates us to act in ways that are
abilities with others, it can reduce their anxiety in consistent with those around us. As a result, we
the way that they can exchange opinions with can foster peer relationships and satisfy the
their companions [8]. Peer pressure does not natural need for interaction.
directly have a negative effect on students' A theory that supports this is Latane's Social
academic performances, but regardless of the Impact Theory (1981) which comes from

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Normative Social Influence. This is perhaps the In this study, the independent variable is the
clearest explanation of the individual's motivation motivation that determines the most important
for conforming to peer influence [16]. This model factor of the student in his learning derived from
suggests that we are motivated to conform as a the study of Tuan, Hsiao‐Lin et al. [22]. It is a
result of our desire to be liked and accepted [17]. force that drives people to achieve their goals
[23]. It has indicators of: (1) self-efficacy, (2)
McClelland's Human Motivation Theory can also active learning strategie, (3) learning value, (4)
be used as support. This theory states that each performance goal, (5) achievement goal and (6)
person has one of three main motivational learning environment.
forces: the need for achievement, the desire to
belong and power [18]. These motivators are not Self-efficacy means a student's belief in his
innate and we develop them through our culture ability to learn at a certain level. The active
and life experiences. Maslow's Hierarchy of learning strategy has to do with the active
Needs Theory also undeniably supports this involvement of students in learning and their
study. This theory explains that man wants to awareness of what they are doing. Meanwhile,
increase anything he has achieved in life and he learning value refers to students' valuing of
prioritizes needs according to their importance lessons, participation in activities and learning in
[19]. One of the five categories he created is a particular subject.
esteem needs, in which people require praise or
recognition. In the field of education, students are A performance goal refers to the reasons and
motivated to do well in class because they desire goals a student set for his or her participation in
to receive praise from the teacher and fellow class. The achievement goal, on the other hand,
students [20]. refers to the intention to achieve academic
success because of the desire to feel
The aforementioned theories and models can satisfaction. The learning environment also refers
help explain the relationship between research to the proper climate of the school that affected
variables. This will help to know and get the the student to participate in the class, not only
questions that want to be answered in the refers to the presence of physical facilities such
research. It will serve as a foundation and as strong classrooms, security and learning
support to realize and develop a meaningful equipment, it also includes the quality of
result. With the help of the aforementioned teaching.
theories, the relationship between the variables
in this research is further explained. It can be The mediating variable in this study is
relied upon because it suggests explanations of cooperative learning from Xuan's study [24]. This
the underlying causes or influences of the can be described as group learning in the class
observed phenomena. through group tasks. In this method, students
In the conceptual framework, the independent work together to solve a problem and each must
variable of the study focuses on peer pressure understand all aspects of their work. It is good to
derived from the research of Moldes, Vangie, know the effect of this on the relationship
et.al. It refers to the forces from the environment between peer pressure and motivation in
that can influence a student [9]. Peer pressure learning Filipino. The mediator is assumed to
has both positive and negative effects on the affect the outcome. This is a way to find out and
thinking of young people [21]. It has indicators of: test whether the outcome mechanism affects the
(1) social belongingness, (2) curiosity, (3) cultural initial variables [25].
or family orientation and (4) educational.
Many studies have been published about peer
The first indicator which is social belongingness pressure, language learning motivation and
refers to how the group he belongs to provides cooperative learning, but this research aims at
support to a student. Curiosity refers to the factor the significant effect of cooperative learning
that motivates a person to do something. Cultural between the relationship between peer pressure
or family orientation can be described as the way and students' learning motivation in Filipino. It
parents’ guide or raise their children. Meanwhile, will also pay attention to whether cooperative
the educational indicator refers to how peers or learning increases the effect on the relationship
friends have affected a student's academic between peer pressure and motivation in
success. learning Filipino. Therefore, immediate study is
necessary to know the result of this which can
help students learn quickly.

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Fig. 1. Conceptual frame work of the study

The main purpose of this research is to discover Filipino so that they can develop some change or
if there is a mediating effect of cooperative development in the curriculum that addresses
learning on the relationship between peer successful learning. Meanwhile, the results of the
pressure and students' motivation in learning research are also important especially for
Filipino. Specifically, this study will answer the teachers so that they can consider what
following questions: To measure the level of peer approaches, methods and strategies they will
pressure according to the following indicators: apply in the classroom so that they can further
Self-Belongingness; Curiosity; Cultural or Family improve the learning process in Filipino. The
Orientation; and Educational, to assess the innovative information available here will also be
student's level of motivation in learning Filipino a basis for making changes or developing
according to the following indicators: Self- teachers' teaching methods. Also, for students,
Efficacy; Active Learning Strategies; Learning this study will help them to have the opportunity
Value; Performance Goal; Achievement Goal; to show their level of motivation as an effect of
and Learning Environment, to determine the level the independent variable peer pressure and
of cooperative learning among students. To mediator variable cooperative learning. Because
illustrate the significant relationship between: of this, their needs in the field of interest or
Peer pressure and students' motivation in motivation will be met in class. Apart from the
learning Filipino; peer pressure and cooperative above, this study will also contribute greatly to
learning; and cooperative learning and students' researchers as a requirement for the MaEd-
motivation in learning Filipino, and to describe Filipino degree. This will be the basis of the
the mediating effect of cooperative learning on following researchers in conducting studies
the relationship between peer pressure and related to this topic and further improve it so that
motivation in learning Filipino. they can think of ways to further develop the
learning of the Filipino language.
This research, regardless of the result, has a big
role because it responds to the needs of 21st 2. MATERIALS AND METHODS
century education that aims to produce
graduates who can keep up with global 2.1 Respondents
competition. Because learning is also related to
cooperative learning, it not only helps in shaping The respondents in this study are students in a
communication skills but also dealing with others public school in the city of Padada in the
which is one of the pillars of learning. province of Davao del Sur. To be specific, the
th
only respondents are students from 7 to
Apart from the global and social aspect, this th
10 grade who are no older than 17 years old.
study also has a great contribution to the These grades were chosen because here
Department of Education to find out the factors students should be able to demonstrate
that affect the motivation of students in learning interpersonal skills, effective learning and

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understanding and appreciation towards global only 26,587 in the year 2015. It has an area of 83
awareness. km2 and it has only 17 barangays. It can also be
described as an agricultural municipality where
The said school has a total number of 1,170 the main products are copra, bananas, mangoes,
Junior High students in the school year 2021- sugarcane and livestock such as goats,
2022. The researcher used the Raosoft chickens, cows, pigs and others. Padada is also
calculator to get the 290-sample size. In the tourism center of the province of Davao del
choosing to be a research respondent, it is Sur because the famous Piape Hills, Piape Reef
appropriate to follow any of the rules or and Piape Marine Sanctuary are located here.
regulations related to the context and conditions This is probably what motivated the researcher to
of the study. However, the right choice is more choose the area because the students in the said
important. Further, the strength of samples area have different experiences that may affect
comes from accurate selection, rather than their learning. Because of these descriptions, the
adherence to scale. In short, a small sample of researcher concludes that they may be related to
150 or more carefully selected is more the rise and fall of their motivation in class.
meaningful than a large sample of 300 or more
that is not properly selected [26]. 2.2 Research Instrument
Since the said department is grouped into four This research used three sets of questionnaires
levels, it is very suitable to use stratified sampling borrowed from different authors. They are
in the selection of future respondents in which a legitimate since they have been approved by
large population is grouped based on similarity, experts in making the questionnaire. They also
then short groups or so-called strata are formed underwent some modifications to be more
[27]. In this way, the population sample of each adjusted and adapted to the cognitive level of the
grade has been obtained. research participants.

In selecting the specific respondent in each The first set of questionnaires was used as an
section, a Fishbowl draw was used because instrument to measure the level of peer pressure.
there is only a small number of each population This is derived from the study of Moldes, Biton,
to be sampled. In this method, the researcher Gonzaga, and Moneva [9]. It consists of the
asked for a copy of the students' record in each following four indicators that divide the items into
section with the appropriate number in each different numbers. Based on the results of the
student's name. The researcher puts all the Cronbach's alpha reliability test, it obtained a
pieces of paper with the number written on them score of 0.809 which means excellent. The
in a bowl and will take random samples from it. second set of questionnaires comes from the
study of Tuan, Chin, Shieh with six indicators
In the research conducted, it is important to [22]. It was used to assess the students' level of
consider the inclusion, exclusion and withdrawal motivation in learning the Filipino language. In
criteria so that the selected respondents are the reliability analysis, its Cronbach's alpha score
suitable. Of the others, the researcher ensured is 0.855 which indicates that the questionnaire is
that the respondents came from the Junior High good. The third set of questionnaires is about
department with a Filipino subject in their cooperative learning derived from Xuan's study
curriculum with an age of at least 17 years old which is used to determine the level of
and with a Filipino subject in their curriculum. cooperative learning of students [24]. This
Meanwhile, it was also ensured that the questionnaire obtained a score of 0.851 which
respondents did not include students who did not means excellent. Therefore, all the items of the
come from the Junior High department and did three questionnaires for this research definitely
not have a Filipino subject in their curriculum. passed the reliability test and are good to use for
Students over 17 years of age and persons with a full-blown survey.
disabilities are also not included. However, the
respondent's parents were given the right to All questionnaires on each variable used a Five-
refuse and their decision was respected if they point Likert-type Scale. Likert Scale is a
did not want to participate in the study. measurement system used in questionnaires
designed to measure people's behavior,
As a description of the geographical location, the attitudes, opinions or views [28]. Respondents
city of Padada is a 3rd class town in the province choose from a range of possible responses to a
of Davao del Sur where it has a population of specific question or statement. It is used to find

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out the result in research. Based on the results of being approved by the superior, this letter was
the validation of each questionnaire, this presented to the principal of the school where the
research obtained a total score of 4.4 indicating research will be conducted as evidence. After all
that the questionnaires are valid and valid. the formal requests for consent were made, the
researcher distributed the survey questionnaires
To measure the level of each variable, the to the respondents and gave them enough time
following scale was used. When the range of the to answer them.
mean is in the range of 4.20 – 5.00, it indicates
that it has a descriptive level of Highest with the However, in accordance with the law in force
meaning that the referred item is agreed with in during the pandemic, students are no longer
almost all cases. When the extent of the mean is allowed to attend school so the researcher made
in 3.40 - 4.19, it indicates that it has a descriptive a way to deliver the survey questionnaire. So, it
level of High which means that the referred item was conducted through an online survey form
is agreed. To the extent of the mean of 2.60 – (google form). With the help of advisors in each
3.39 with a descriptive level of Moderate, it section, this plan was executed. However, the
indicates that the referred item is not sure to researcher is ready to guide the respondents in
agree. In addition, when the range of the mean is case there is an unclear statement in the
in 1.80 – 2.59, it has a descriptive level of Low questionnaire. Sufficient time will also be given to
which means that the referred item is not agreed. the respondents, especially those who cannot go
And when the range of the mean is in 1.00 – online often. After all the respondents answered,
1.79, it has a descriptive level of Lowest which the researcher collected the answered survey
means that the referred item is not agreed in all questionnaire and when the data was recorded,
cases. analyzed and interpreted.

2.3 Research Design and Methodology For a comprehensive interpretation and analysis
of the data, the following tools wasused: Mean
This study used a non-experimental quantitative was used to assess the level of peer pressure,
design which will be conducted in a descriptive Filipino students' learning motivation, and
correlational survey. Quantitative research is a cooperative learning. Meanwhile, Pearson r was
process of collecting, analyzing, interpreting and also used to find out if the relationship between
recording the results of a study [29]. The peer pressure, Filipino students' learning
questionnaire is the method for collecting the motivation and cooperative learning is truly
data required for quantitative analysis. meaningful. Lastly, medgraph using the Sobel z-
test was also used to verify the mediating effect
It is descriptive in nature as it aims to assess the of cooperative learning between peer pressure
impact of peer pressure and describe the and learning motivation of Filipino students.
student's level of motivation in learning Filipino.
This is also a correlation because it wants to In conducting this research, the ethical
investigate the relationship between variables consideration and safety of each participant is in
such as the effect of cooperative learning, peer the mind of the researcher. First of all, the
pressure and student motivation in learning researcher followed the systematic method of
Filipino. data collection where the permission of the
superior concerned was first sought before the
In accordance with the systematic method of survey was conducted. Respondents were also
collecting data in this research. Here are the free to agree to participate without coercion. It
steps the researcher followed. First, the was ensured that the respondents fit the
questionnaire made the researcher aware of the characteristics that the researcher is looking for
evaluators. After correcting, the researcher the study.
prepared it for formal validation. After the
questionnaire was validated, the second step In general, regardless of the results of this
was done. The researcher requested permission research, the researcher will preserve the
to conduct the research through a letter and it credibility of the names of the respondents who
was also approved by the advisor and the Dean have a role in the study. The researcher gave
of the Graduate College of the University of respondents the freedom to participate without
Mindanao. The said letter was sent to the office penalty if they did not do so. The respondent is
of the Schools Division Superintendent of Davao free to put their names in answering the
del Sur, Mr. Nelson C. Lopez, CESO V. After questions. The researcher also explained the

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potential benefits of any outcome of the study. In This study proved that motivated students use
addition, the researcher did not deceive the active learning strategies such as connecting
respondents and there was no conflict of interest new concepts to previous knowledge, voluntarily
between the researcher and the respondents. providing solutions to class problems, and
There is also nothing to worry about in any sector interacting -relationship of students. It is also
related to the study because this study was related to the research conducted by Lugosi and
conducted through an online survey form. Uribewho discovered that the use of some active
strategies mentioned positively affects the
3. RESULTS AND DISCUSSION passing rate of students [32].

3.1 Peer Pressure 3.3 Cooperative Learning

a le shows the le el o the independent a le presents the le el o cooperati e learning
aria le peer pressure. his aria le o tained as a ediating aria le in this stud . s a whole,
= 3.92, SD = 0.537) with a descriptive level of it can e o ser ed that this aria le o tained a
High. This means that the respondents agree high le el = 3.91, SD = 0.588). This means
that they experience peer pressure. that respondents often experience cooperative
learning in class.
ro the our indicators the social
elongingness, curiosit , cultural or a il The result in this part means that the
orientation, and educational, it can e o ser ed respondents really experience group activities in
that curiosit has the lowest ean = . , their classroom. In addition, they also agree that
. . Meanwhile, the cultural or a il it has a good effect on their learning because
orientation indicator o tained the highest ean they are more motivated to participate in class. It
= 4.05, SD = 0.671). However, all indicators can also be compared to another research
have a descriptive level of High. results. Accordingly, the effect of cooperative
learning on Mathematics achievement was
This result indicates that parents have a great proven to be moderate and positive [33]. Thus, it
role in every step that their children will take is said that this method increases success in the
including their guidance, concern, orientation and aforementioned subject. It was also mentioned in
encouragement. When parents are more a study that cooperative learning is good for
involved in children's learning, they are more students who work together, both at high and low
motivated to work hard in school [30]. Moreover, levels to complete academic work. In this
many studies have confirmed that parents' process, those in the upper group will act as
interest in their child's education has a great tutors for those in the lower group. In return,
impact on their learning and behavior [31]. those in the upper echelon will gain more
knowledge as they serve colleagues who need a
3.2 Motivation in Learning Filipino more in-depth understanding of a concept [34].
In Table 2, the level of the independent variable 3.4 Analysis of the Relationship of
motivation in learning Filipino is presented. It can
Variables
be concluded that this varia le o tained =
3.85, SD = 0.480) with a descriptive level of Table 4 shows the correlation analysis of each
High. This means that students are often variable. This section describes the strength of
motivated to learn Filipino. the correlation between independent and
independent variables (peer pressure and
ro the si indicators in this aria le, three student motivation to learn Filipino), independent
o tained the ighest le el and these are the and mediating variables (peer pressure and
purpose o wor = 4.3 , . , learning cooperative learning), and mediator and -
alue in ilipino . , . , and independent variable (cooperative learning and
acti e learning strateg = 4.24, SD = 0.694). student motivation in learning Filipino).
That is, these types of motivations in this class
are always seen by the respondents. However, From the first correlation, it obtained (r=0.687, p
the indicator with the lowest mean is the <0.001) which means that Ho will be rejected
per or ance goal which has a descripti e le el o indicating that there is no significant relationship
Moderate = 2.99, SD = 1.087) and means that between peer pressure and motivation in
the respondents see this type of motivation in learning Filipino. Therefore, there is a correlation
class less often. between the two variables.

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Table 1. Level of peer pressure

Indicators Mean SD Descriptive level

Social belongingness 3.97 .727 High
Curiosity 3.68 .711 High
Cultural and family orientation 4.05 .671 High
Education 3.98 .762 High
Total 3.92 .537 High

Table 2. Level of motivation in learning Filipino

Indicators Mean SD Descriptive level

Self-efficacy 3.12 .736 High
Active learning strategy 4.24 .694 Very High
Learning value in Filipino 4.35 .685 Very High
Performance goal 2.99 1.087 Moderate
Achievement goal 4.39 .696 Very High
Learning Environment 4.00 .725 High
Total 3.85 .480 High

Table 3. Cooperative learning level

Indicator Mean SD Descriptive level

Cooperative Learning 3.91 .588 High

Meanwhile, it can be seen that the second pair students interact with each other, it facilitates the
obtained (r=0.620, p <0.033) which means that connection and support they receive from peers
Ho will be rejected saying that there is no who make them feel part of the group [37].
significant relationship between students'
pressure and cooperative learning. This means 3.5 Mediating Effect of Cooperative
that the two variables mentioned have a Learning on the Relationship between
significant correlation. Peer Pressure and Motivation in
Learning Filipino
Also in the third pair, it can be seen that it
obtained (r=0.760, p <0.001) which indicates that Table 2 presents the results of the mediation
Ho will be rejected because it is contrary to the analysis. Using the Sobel test, it obtained
result. Therefore, there is a significant correlation 9.056130 with a p-value less than 0.01. It also
between cooperative learning and motivation in accounted for 49% percent of the total mediated
learning Filipino. effect. This only proves that the result indicates
that the significant relationship between peer
In fact, there are many studies related to pressure and learning motivation in Filipino is
cooperative learning that have achieved positive reduced by the inclusion of cooperative learning.
results. It was shown in a study that the use of And because the three relationships in this
cooperative learning had a positive effect on the research have a significant relationship, this
academic achievement of students in Chemistry. study proved that there is partial mediation and
The experimental group scored significantly rejected the Ho that says there is no significant
higher [35]. relationship between cooperative learning and
peer pressure and motivation in learning Filipino.
In addition, it is proved that cooperative learning
promotes students' thinking ability and improves A mediation occurs when first, the independent
their language skills. It also provides students variable significantly affects the mediator.
with opportunities to express their views, Second, the independent variable significantly
feelings, needs, difficulties and motivations in a affects the independent variable even without a
free and safe learning environment [36]. mediator. Third, the mediator has a significant
unique effect on the independent variable. And
Another study noted that when students fourth, the effect of the independent variable on
cooperate in classroom activities, it helps to the independent variable decreases with the
create a pleasant social environment. As addition of the mediator to the model [38].

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Table 4. Relationship of variables

Pair Variables Correlation p-value Decision on Ho

coefficient
IV at DV peer pressure and motivation in 0.687 <0.001 Reject
learning Filipino
IV at MV peer pressure and cooperative learning 0.620 <0.033 Reject
MV at DV cooperative learning and motivation in 0.760 <0.001 Reject
learning Filipino

Fig. 2. Mediating outcomes

4. CONCLUSION AND RECOMMENDA- experience cooperative learning and this method

TION has been of great help in developing their
learning.
As a summary of the results of the research, the
independent variable peer pressure obtained a Based on the results of the correlation of the
descriptive level of High which means that the variables, it was found that they have a strong
participating students often experience peer and significant relationship. The first pair (peer
pressure due to being part of a group, curiosity, pressure and motivation to learn Filipino), the
cultural orientation and family and educational second pair (peer pressure and cooperative
drive. On the other hand, it can be concluded learning) and the final pair (cooperative learning
that the independent variable motivation in and motivation to learn Filipino) have a
learning Filipino also obtained a descriptive level significant relationship. And also, because all the
of High. This means that students often still have relationships in this research have a significant
the motivation to learn Filipino despite various relationship, it has been proven that there is
factors that affect it. Also in the mediator partial mediation and rejected the Ho that says
variable, it obtained a descriptive level of High there is no significant relationship between
which means that the participants often cooperative learning and peer pressure and

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 Fragata and Limpot; Asian J. Educ. Soc. Stud., vol. 44, no. 1, pp. 1-12, 2023; Article no.AJESS.99650

motivation to learn Filipino. It can be concluded In addition, the presence of a high level of
that peer pressure had a significant effect on the cooperative learning in the relationship of peer
decrease of students' motivation in the class, but pressure and student motivation in Filipino is a
with the help of cooperative learning, the good indication that it is necessary to take place
significant relationship between the two within the class group activities in which students
aforementioned variables was reduced. In short, have of exchanging ideas and working together
cooperative learning helps to reduce the negative to solve an academic problem.
effect of peer pressure on students' motivation to
learn Filipino. And since this research was conducted in a
quantitative method, it is suggested to the
The result supports the theory anchored in this following researcher to conduct a qualitative
research, Deci and Ryan's Self-determination study so as to know the complaints, problems or
Theory About Motivation (1985). This theory perhaps the participants' own experiences about
states that human motivation is based on three this topic.
basic psychological needs and these include
interaction [13]. Therefore, man is driven to act to CONSENT AND ETHICAL APPROVAL
satisfy this need. This is also supported by
Latane's Social Impact Theory (1981), which In the development of this study, the researcher
comes from Normative Social Influence, which considered the appropriate rules for conducting
says that the individual's motivation to follow is research. Whatever step is taken, the researcher
consistent with peer influence [16]. With the help ensures that it complies with the standards for
of cooperative learning such as doing group conducting the study including the protocol for
activities where there is collaboration and the assessment and management of the
exchange of knowledge, students will be more population and data. All the necessary
motivated to participate in class. documents including the manuscript, valid
questionnaire, and forms have been submitted to
Based on the results of the research on
UMERC. Along with this, ethics were also
cooperative learning as a mediator in the
followed and considered in the conducted study
relationship between peer pressure and
such as voluntary participation, confidentiality of
motivation in learning Filipino, the researcher
data, risks and benefits to be obtained by the
suggests the following:
respondents, and the process of requesting
It was recommended to students to avoid the consent for the conducted study. After fulfilling
negative effects of curiosity such as having a the necessary papers for approval, the
vice or trying different things and make the researcher was given a Certificate of Approval
positive impact of being with others especially in with UMERC Protocol No. UMERC-2022-099.
the field of education. It is appropriate to maintain
motivation and collaboration with peers in COMPETING INTERESTS
achieving academic learning. And even for
parents, it is suggested to maintain concern, Authors have declared that no competing
guidance and giving proper orientation to their interests exist.
children.
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