INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Polling Perspectives: Factors Influencing the Voting Decision of
Senior High School First-Time Voters
Rotchin S. Gomez
1
, Mae C. Cabreros
2
, Cherish Alyssa G. Eva
3
, Renzo Achilles P. Caraballe
4
, Christian
M. Nioda
5
, Jamaliah Claire M. Angni
6
, Oscar S. Recto, Jr.
7
1,2,3,4,5,6
Senior High School Students, Dapa National High School, Dapa, Surigao del Norte, Philippines
7
Teacher, Dapa National High School, Dapa, Surigao del Norte, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0724
Received: 17 November 2025; Accepted: 28 November 2025; Published: 08 December 2025
ABSTRACT
First-time voters play a crucial role in shaping the democratic landscape, reflecting the evolving political
awareness of the youth. This quantitative-descriptive study examined the factors influencing the voting decisions
of first-time Senior High School voters at Dapa National High School (SY 2025–2026), focusing on peer
influence, family influence, political party affiliation, media exposure, and school influence, as well as variations
across age, sex, track, and socioeconomic status. A validated survey was administered to 253 respondents
selected via stratified random sampling. Data were analyzed using frequency, percentage, mean, standard
deviation, one-way ANOVA, and Pearson’s r correlation. Results indicated that family income significantly
influenced political party affiliation (p = 0.019), while media exposure positively correlated with party affiliation
(r = 0.247, p < 0.001). A strong correlation between family and school influence (r = 1.000, p < 0.001) highlighted
the complementary roles of home and education in civic formation. Findings suggest that socioeconomic status
and media engagement significantly shape young voters’ political orientations, emphasizing the need for
enhanced media literacy, civic education, and family involvement to nurture informed and responsible first-time
voters.
Keywords: First-time Voters, Political Engagement, Media Exposure, Socioeconomic Status, Civic Education
INTRODUCTION
Electoral participation is a fundamental element of citizenship, enabling individuals to shape their government
and future. For Senior High School (SHS) students reaching the legal voting age, casting a ballot represents both
a civic right and a personal responsibility. First-time voters, however, often face challenges navigating the voting
process, as their decisions can be influenced by personal values, social networks, political affiliations, and digital
media exposure. Despite the growing number of young voters, research on SHS first-time voters remains limited.
Millennials and Gen Z now constitute a significant portion of the electorate—approximately 60.5 percent in the
2025 midterm elections (Commission on Elections [COMELEC], 2025)—yet their participation is inconsistent.
Existing studies indicate that social media platforms, such as Facebook, YouTube, and TikTok, play a central
role in shaping youth political opinions (Reyes & Dizon, 2022), and that school-based civic education programs
can enhance students’ understanding of political processes (Alcantara et al., 2020). This study examines the
factors influencing the voting decisions of SHS first-time voters, focusing on personal values, peer and family
influences, political party affiliation, and digital exposure. Understanding these influences may inform strategies
for civic education, helping to develop more informed, empowered, and responsible young voters.
REVIEW OF RELATED LITERATURE
Youth Voter Participation and First-Time Voters
Youth Participation Significantly Impacts Democratic Outcomes And Civic Engagement. In The May 2022
National Elections, Over 56% Of Registered Voters Were Aged 18–41, And The 2025 Midterm Elections
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Recorded A Historic 81.65% Turnout, With Youth Participation Cited As A Key Factor (Celestial, 2022; Bayog,
2025). Shs First-Time Voters Face Challenges Due To Limited Political Experience. Many Rely On Family,
Peers, Candidate Name Recognition, Or Social Media Trends When Selecting Candidates (Abiera Et Al., 2022;
Arkorful Et Al., 2020). Developmental Factors, Including Socioemotional And Cognitive Maturity, Influence
Susceptibility To Popularity Cues And Reward-Seeking Behaviors (Steinberg Et Al., 2015; Steinberg, 2020).
Personal and Sociodemographic Influences
Socioeconomic status (SES), education, age, gender, and religion have been shown to affect political engagement
(Early, Smith, & Neupert, 2022; Nelson, 2023; CAWP, 2025). Higher SES and education levels are consistently
associated with increased electoral participation, while gender and religion influence voting behavior differently
across contexts. For example, women tend to vote more consistently, and religious frameworks shape civic
engagement and political values (Callaway, n.d.; Siegel-Stechler, Hayat, & Medina, 2025). These findings
underscore the importance of considering demographic variables when analyzing firsttime voters’ decisions.
Family and Peer Influence
Family is a foundational influence in early political development. Parental political orientation, home
discussions, and supportive parenting reinforce political awareness and party alignment (Truax, 2023; Bloem et
al., 2025). Extended family, including siblings, contributes to political socialization (Levinsen & Yndigegn,
2015). Peers influence political behavior contextually: social conformity can shape voting choices, but excessive
peer pressure may limit independent judgment (Zainurin et al., 2023; Su, 2022). Peer effects are thus nuanced
and dependent on social context. Media Exposure and Political Information Sources Digital media provides
expanded access to political information but also spreads misinformation and polarizing content (Kenna &
Hensley, 2019; Diaz Ruiz, 2025). Evaluative skills and media literacy improve discernment and ethical political
engagement (Allam et al., 2021). Students with limited critical analysis skills rely on experience-based media
use, underscoring the need for structured media literacy interventions (Talusan, 2019).
Media Exposure and Political Information Sources
Media exposure plays a crucial role in shaping youth political participation and perceptions. Traditional civic
engagement, such as voting or party involvement, has declined among younger generations due to political
distrust and alienation (Zagidullin et al., 2021). Consequently, social media has emerged as a central platform
for political expression, offering spaces for discussion and mobilization beyond traditional structures (Kenna &
Hensley, 2019; Omotayo & Folorunso, 2020). While these platforms amplify marginalized voices and promote
activism (Moon & Bai, 2020), they also foster “slacktivism” and ideological echo chambers that hinder
meaningful discourse (Arshad & Khurram, 2020; Albanna et al., 2022). Political information within digital
ecosystems is shaped by algorithms, influencers, and memes that blur the line between information and
persuasion. Diaz Ruiz (2025) noted that algorithmic amplification rewards emotionally charged content, while
Le Pham Tra Mi et al. (2025) observed that memes simplify complex issues into shareable but polarizing
messages. Media literacy thus becomes essential for young voters to assess credibility and resist misinformation.
Students with stronger evaluative and fact-checking skills demonstrate more ethical political engagement (Allam
et al., 2021), though many still rely on experience-based media use rather than critical analysis (Talusan, 2019).
Ultimately, social media’s influence on political behavior remains multifaceted—empowering yet prone to
distortion.
School-Based and Institutional Influences
School-based civic education plays a crucial role in shaping youth political engagement by equipping students
with knowledge, skills, and competencies Necessary for meaningful participation (alscher, ludewig, & mcelvany,
2022). teachers foster critical thinking and civic interest through interactive instruction, while experiential
learning activities—such as service projects, peer discussions, and international initiatives—promote ethical
behavior, respect for diversity, and active community involvement (mcfeeters, 2021).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Voter education programs in schools further reinforce political participation. andes et al. (2020) found that
teaching students about voter registration and encouraging high school voting increased later civic engagement,
although disparities exist across student groups. at the institutional level, initiatives like deped’s pulse of the
youth campaign, in collaboration with comelec, provide practical guidance on registration procedures and
highlight the importance of youth suffrage (department of education, 2021). Together, these programs
demonstrate that school-based civic education and institutional support complement family and media
influences, preparing first-time voters to participate responsibly and knowledgeably in elections.
THEORETICAL FRAMEWORK
The study is anchored in ajzen’s (1991) theory of planned behavior (tpb). voting intentions are shaped by
attitudes, subjective norms, and perceived behavioral control. family, peer, school, media, and political party
influences are analyzed as external factors shaping behavioral intentions.
Empirical Linking Influencing Factors and Voting Preferences of Firsttime Voters
Family and media are consistently strong determinants of first-time voter behavior (abiera et al., 2022; zainurin
et al., 2024). peer discussions provide support but are context-dependent (su, 2022). Developmental stage
moderates family influence; younger adolescents rely more on parental guidance, whereas older adolescents
show greater independence (janmaat & hoskins, 2022; erikson, 1968).
Research Gaps
1. Limited focus on local school-based first-time voters.
2. Interactions among family, media, peers, and school are underexplored.
3. Age-related dynamics in family influence are overlooked.
4. Media literacy and digital engagement effects are insufficiently studied.
5. Peer and school contributions require further examination.
This study addresses these gaps through primary data collection and quantitative analysis.
Research Objectives
The present study was conducted with the following objectives:
1. Identify factors influencing the voting decisions of first-time SHS voters at Dapa National High School.
2. Describe respondents’ demographics: age, sex, SHS track, and socioeconomic status.
3. Examine the influence of peer, family, media, school, and political party factors.
4. Analyze relationships between demographics and voting decision factors.
5. Promote political awareness through civic education and youth engagement initiatives
Hypotheses
The study was guided by the following hypotheses, tested at a 0.05 level of significance:
H₁: There Is No Significant Difference in the Perceived Influence Of Peer, Family,Political Party, Media, And
School on the Voting Decisions of Shs First-Time Voters When Grouped According To Their Demographic
Profile.
H₂: There Is No Significant Relationship Between the Respondents’ Voting Decisions and The Identified External
Influences (Peer, Family, Political Party, Media, And School).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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RESEARCH METHODOLOGY
RESEARCH DESIGN
This Study Employed a Quantitative-Descriptive Research Design to Examine the Influence of Peer, Family,
School, Media, And Political Party Factors on the Voting Decisions of First-Time Senior High School (Shs)
Voters. This Design Allows for Systematic Measurement and Analysis of Relationships Among Variables and
Provides Descriptive Insights into the Extent of Influence of Each Factor.
Data Collection
The target population consisted of 688 first-time shs voters at dapa national high school, with 377 grade 11
students and 311 grade 12 students. a stratified random sampling technique was used to ensure proportional
representation across grade levels. using slovin’s formula with a 5% margin of error, a final sample of 253
respondents was determined (139 from grade 11 and 114 from grade 12), which reflects the characteristics of the
population and ensures representatives.
Instrumentation/ Questionnaire Validation
Data were collected using a structured questionnaire divided into two parts: (a) respondents’ demographic
information and (b) items measuring peer, family, school, media, and political party influences. All items were
rated on a four-point Likert scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree).
Validation procedures included:
Expert validation: Three specialists in political science and educational research evaluated the questionnaire for
content relevance, clarity, and age-appropriateness for SHS students. Items were revised based on their
recommendations to remove ambiguity and redundancy.
Pilot testing: The questionnaire was administered to 30 SHS students outside the study sample to assess clarity,
reliability, and comprehension. Feedback from the pilot test informed minor grammatical and wording
adjustments.
Reliability: Internal consistency was measured using Cronbach’s alpha, yielding values between 0.722 and 0.819
across constructs, indicating acceptable to good reliability.
Note: The perfect correlation found between family and school influence (r = 1.000) reflects conceptual overlap
in questionnaire items (e.g., civic discussions and value reinforcement) rather than identical participant
responses.
Data Collection Procedure
The finalized questionnaire was administered in classroom settings during school hours with prior approval from
school authorities. Respondents were informed about the purpose of the study, assured of confidentiality, and
participation was voluntary. Completed questionnaires were collected and coded for analysis.
Data Analysis
Data were analyzed using Jamovi and Microsoft Excel. The following statistical techniques were employed:
1. Descriptive Statistics: To summarize central tendencies (mean) and variability (standard deviation) of
responses for each influencing factor.
2. Reliability Testing (Cronbach’s Alpha): To assess internal consistency of the questionnaire.
3. Analysis of Variance (ANOVA): To determine significant differences in perceived influence across
demographic groups.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Pearson’s r Correlation: To examine relationships among the influencing factors and voting decisions.
Assumptions for normality and linearity were checked before conducting the tests.
RESULTS AND DISCUSSION
Descriptive statistics summarize the central tendency and variability of responses, providing insight into the
extent of influence of peer, family, school, media, and political party on the voting decisions of first-time SHS
voters.
Variable
N
Mean
Std. Deviation
Kurtosis
Interpretation
Peer Influence
253
2.504
1.122
-1.37
Moderately influenced; near normal,
slightly flat
Family Influence
253
2.50
1.124
-1.372
Moderately influenced; near normal,
slightly flat
Political Party
Affiliation
253
2.516
1.106
-1.328
Moderately influenced; slightly left-
skewed; flat distribution
Media Exposure
253
2.512
1.125
-1.374
Moderately influenced; near normal,
slightly flat
School Influence
253
2.52
1.119
1.358
Moderately influenced; slightly left-
skewed; slightly flat
Interpretation:
Mean scores around 2.50–2.52 indicate that respondents are moderately influenced by peer, family, school,
media, and political party factors. Standard deviations around 1.10–1.12 suggest that responses are relatively
consistent, though there is slightly more variability compared to studies with SDs below 0.87. The small negative
skewness values indicate that a slightly higher number of respondents tended to select higher ratings, suggesting
a modestly stronger perception of influence for some factors. Overall, the sample demonstrates moderate
influence from all five factors, with responses fairly balanced across participants, and slightly flat distributions
as indicated by negative kurtosis values.
Reliability Test (Cronbach’s Alpha)
The adapted questionnaire demonstrated good internal consistency, with Cronbach’s alpha values ranging from
0.722 to 0.819 across constructs:
Construct
Items
Cronbach’s Alpha
Reliability
Peer Influence
5
0.815
Good
Family Influence
5
0.800
Good
Political Party Affiliation
5
0.742
Acceptable
Media Exposure
5
0.722
Good
School Influence
5
0. 819
Good
Overall Scale
25
0.838
Good
This confirms that the instrument reliably measured the intended constructs, enhancing the credibility of the
findings.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Correlation Analysis
Variables
Pearson’s r
Sig. (2-tailed)
Relationship
Peer Influence ↔
Family Influence
0.123
0.052
Weak positive, not statistically significant
Peer Influence ↔
Political Party Affiliation
-0.007
0.912
Negligible, not significant
Peer Influence ↔
Media Influence
0.070
0.265
Very weak, not significant
Peer Influence ↔
School Influence
0.045
0.476
Very weak, not significant
Family Influence ↔
Political Party Affiliation
0.061
0.333
Very weak, not significant
Family Influence ↔
Media Influence
-0.046
0.469
Very weak, not significant
Family Influence ↔
School Influence
0.463
<0.001
Moderate positive, statistically significant
Political Party
Affiliation ↔
Media Exposure
0.330
<0.001
Moderate positive, statistically significant
Political Party
Affiliation ↔
School Influence
0.092
0.144
Weak positive, not significant
Interpretation:
Other correlations were weak or not significant. the moderate relationship between family and school influence
indicates that home-based political socialization is reinforced by school-based civic education. similarly, media
exposure moderately aligns with political party affiliation, highlighting the agenda-setting role of media in
shaping political awareness.discussion
Findings reveal that family and media are the strongest influences on first-time voters, while school and peers
provide supportive reinforcement. Age moderated family influence, with younger respondents relying more on
parental guidance, whereas older students showed greater independence, reflecting developmental trends noted
in prior research (Janmaat & Hoskins, 2022; Truax, 2023).
The strong family–school correlation suggests that civic lessons in school complement the values and guidance
received at home, reinforcing political socialization. Likewise, media exposure enhances awareness of political
parties, consistent with Agenda-Setting Theory.
These results address gaps in the literature by examining multiple factors simultaneously in a local school context
and demonstrating how their interactions shape first-time voter decisions.
CONCLUSION
Family and media emerged as the primary drivers of voting decisions among first-time SHS voters at Dapa
National High School. Family discussions, shared beliefs, and parental guidance lay the foundation for political
values, while media exposure reinforces knowledge and awareness of candidates and parties. School and peers
play supportive roles, enhancing civic knowledge without directly determining choices.
Implications: Strengthening family guidance, integrating civic education in schools, and promoting media
literacy are critical strategies for fostering informed and responsible youth voters.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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RECOMMENDATIONS
1. Strengthen age-sensitive voter education programs in schools. tailor activities to account for younger
students’ reliance on family guidance and older students’ growing independence, promoting engagement
in discussions and critical evaluation of candidates and issues.
2. Encourage family-based political education. Support families in holding open, age-appropriate
discussions on democratic values and civic responsibilities, reinforcing informed decision-making among
adolescents.
3. Promote media literacy among students. Teach adolescents to critically evaluate political information,
identify credible sources, and avoid misinformation, enhancing political awareness and informed voting.
4. Develop youth engagement activities. Implement interactive programs such as mock elections, debates,
and political forums to strengthen civic responsibility and critical thinking.
5. Collaborate with local government and election bodies. Partner with authorities to provide guidance and
support for first-time voters, complementing family, school, and media influences while addressing the
needs of different age groups.
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