Chapter 1

THE PROBLEM AND ITS SETTING

This study contains the rationale of this research which includes its

background‚ statement of the problem‚ significance‚ scope and delimitation‚ definition of

terms and the review of the related literature.

Background of the Study

Academic performance is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance‚ graduation rates and results from standardized tests. Student

performance is measured using grade point average (GPA) ‚ high school graduation

rate‚ annual standardized tests and college entrance exams. As students GPA is typically

measured on a scale of zero to four with higher GPA’s representing higher grades in the

classroom. Graduation rates are collected by state and federal education officials as a

baseline measurement of secondary education performance. Each state conducts annual

tests at the elementary‚ middle and high school levels to determine students’ proficiency

in subjects like English and mathematics. These test are also used to comply with federal

education standards. School districts are also track student performance on the ACT and

SAT to determine readiness for higher education.

Academic performance is a skill that students obtain from school‚ college and

university through the time spent in the classroom‚ the lab‚ or the library. Enhancement

of academic performance leads to academic achievement: an improvement in academic

achievement results in national development and the delivery of efficient forces.

 According to Garcia‚ A. V.‚ December 15 2017‚ there are several factors

affecting the student’s academic performance. Some are home‚ school‚ teacher and

students factors. Most of the factors are home related: family size‚ financial burden‚ work

at home‚ parental attitude towards education and parenting style. When it comes to

school‚ the relationship between the teacher and the students and the distance of the

school from home are some factors that affect. However‚ the student himself or herself

contributes to the case particularly the peer group influence. It reflects the students’

values and priorities when it comes to the life’s choices. For example‚ the choice to study

hard and give a focus on the study. The teacher qualities and capabilities also affect the

performance of the students in their studies. Some of the attributes of the teacher like

teaching experience‚ teacher attitude towards students and teacher training can highly

affect the students’ perception on the study.

With this matter‚ the researchers aims to gain knowledge about the factors

affecting the academic performance of the students and to identify what are their coping

strategies. For the researchers are also recipients of K-12 program, they want to know

more about these factors that affects academic performances of their fellow students.

Review of the Related Literature

This chapter presents the related literature and the studies that served as the bases

of this research. It also presents the conceptual framework.

Academic Performance

According to Serbin, Stack, & Kingdon, 2013, successfully completing secondary

education is key to teenagers’ futures, as it predicts their professional and social success
throughout the life cycle. It has been confirmed that the students who do not complete

this stage of education are more likely to suffer from economic and health problems and

increased rates of high-risk behaviour (Robison, J. R., Blackmon, Churchet, 2017).

Secondary education has been considered as a critical educational stage, mainly for those

students who live in disadvantaged socio-familial contexts, since during this stage,

students tend to decrease their academic performance and, consequently, to be more

vulnerable to school dropout or failure, Enríquez, Segura, & Tovar, 2013.

Educational services are often not tangible and are difficult to measure because

they result in the form of transformation of knowledge, life skills and behaviour

modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no

commonly agreed upon definition of quality that is applied to education field. The school

personnel, members of the families and communities provide help and support to students

for the quality of their academic performance. This social assistance has a crucial role for

the accomplishment of performance goals of students at school (Goddard, 2003). Besides

the social structure, parents’ involvement in their child’s education increases the rate of

academic success of their child.

Theory of Educational Productivity by Walberg (2011) determined three groups

of nine factors based on affective, cognitive and behavioral skills for optimization of

learning that affect the quality of academic performance: Aptitude (ability, development

and motivation); instruction (amount and quality); environment (home, classroom, peers

and television) (Roberts, 2007).

 There is a range of factors that affect on the quality of performance of students

(Waters & Marzano, 2006). A series of variables are to be considered when to identify

the affecting factors towards quality of academic success. Identifying the most

contributing variables in quality of academic performance is a very complex and

challenging job. The students in public schools belong to a variety of backgrounds

depending upon their demography.

Theory of Educational Productivity by Walberg (1981) determined three groups

of nine factors based on affective, cognitive and behavioral skills for optimization of

learning that affect the quality of academic performance: Aptitude (ability, development

and motivation); instruction (amount and quality); environment (home, classroom, peers

and television) (Roberts, 2007).

Galiher (2006) and Darling (2005), used GPA to measure student performance

because they main focus in on the student performance for the particular semester. Some

other researchers used test results or previous year result since they are studying

performance for the specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998).

Parental Attitude

The home environment also affects the academic performance of students.

Educated parents can provide such an environment that suits best for academic success of

their children. The school authorities can provide counselling and guidance to parents for

creating positive home environment for improvement in students’ quality of work

(Marzano, 2003). The academic performance of students heavily depends upon the

parental involvement in their academic activities to attain the higher level of quality in

academic success.

Parents’ involvement has been defined and measured in multiple ways, including

activities that parents engage in at home and at school and positive attitudes parents have

towards education. Several studies found that increased frequency of activities were

associated with higher levels of child misbehavior in the classroom (Schlee, Mullis and

Schriner, 2008, Carter and Winsler, 2008; Mehrafza 2004).

Krashen (2005) concluded that students whose parents are educated score higher on

standardized tests than those whose parents were not educated. Educated parents can better

communicate with their children regarding the school work, activities and the information being

taught at school. They can better assist their children in their work and participate at school

(Fantuzzo & Tighe, 2000; Trusty, 1999).

In recent years, family composition has also been studied as a variable that can

determine academic differences. Recent studies have found that students from single-

parent families have lower academic performance (Santín & Sicilia, 2016). Although it is

important to add that this has been explained by the combination of various factors that

may be associated with a certain family composition: parents spends less time with the

child, decrease in the quality of parenting, greater psychological and emotional stress of

father or mother and lower income of family unit (Claire & Fuse, 2017; Kalil & Ryan,

2010).
 Family Stress Socio-economic factors like attendance in the class, family income,

and mother’s and father’s education, teacher-student ratio, presence of trained teacher in

school, sex of student and distance of school are also affected the performance of the

students. According to Raychauduri et al., 2010, academic success of graduate student

will be enhanced if the optimal health related barriers are low. There is negative

relationship between college credit and stress but weak relationship between GPA (Grade

Point Average) and stress. (Zajacova, Lynch and Espenshade, 2005) Amitava

Raychaudhuri, et. al., (July 2010), found that numerous studies have been done to

identify those factors which are affecting student’s academic performance. The students’

academic performance depends on a number of socio-economic factors like students’

attendance in the class, family income, mother’s and father’s education, teacher-student

ratio, presence of trained teacher in school, sex of the student, and distance of schools.

The expectations of the parents are another of the factors considered by the

research when the infl uence of family context on performance has been investigated

(Marcenaro-Gutiérrez & López-Agudo, 2017). It has been found that low expectations of

parents towards the schooling of their children affect the development of the expectations

that they have about their own academic future (Tan, 2017). Likewise, the direct

relationship between the parents’ expectations and their socioeconomic status has been

confi rmed; families with low socioeconomic status have poorer educational expectations

for their children (Froiland & Davison, 2014).

School
 There are two types of factors that affect the students’ academic performance.

These are internal and external classroom factors and these factors strongly affect the

students’ performance. Internal classroom factors includes students competence in

English, class schedules, class size, English text books, class test results, learning

facilities, homework, environment of the class, complexity of the course material,

teachers role in the class, technology used in the class and exams systems. External

classroom factors include extracurricular activities, family problems, work and financial,

social and other problems. Research studies shows that students’ performance depends on

many factors such as learning facilities, gender and age differences, etc. that can affect

student performance (Hansen, Joe B., 2000).

Robert & Sampson (2011), found that the member of educational board will be

educated and their impact on school is positive, for professional development it is

essential for student learning.

Karemera (2003) found that students' performance is significantly correlated with

satisfaction with academic environment and the facilities of library, computer lab and etc.

in the institution. With regard to background variables, he found a positive effect of high

school performance and school achievement he found no statistical evidence of

significant association between family income level and academic performance of the

student.

Young (1999), held the view that student performances are linked with use of

library and level of their parental education. The use of the library positively affected the

student performance. The academic environment is the effectivevariable for students and
has positive relationship with fathers’ education and grade level (Kirmani & Siddiquah,

2008).

Financial Status

Graetz (1995) conducted a study on socio-economic status of the parents of

students and concluded that the socio economic background has a great impact on

student’s academic performance. It has been main source of educational imbalance

among students and students’ academic success. Considine and Zappala (2002) also

having the same views as Graetz (1995). In their study on the influence of social and

economic disadvantage in the academic performance of school students noticed, they

have stated that parents or guardians who have social, educational and economic

advantage definitely strengthen the level of their child’s success in future.

Teacher

Teaching is the most dynamic process in the life of a teacher, and learning is

likewise the most dynamic process in the life of the students. How these two processes

are implemented to produce a balanced and good result for both the teacher and the

learner have been the framework for this study.

Noble (2006), students’ academic accomplishments and activities, perceptions of their

coping strategies and positive attributions, and background characteristics (i.e., family

income, parents’ level of education, guidance from parents and number of negative

situations in the home) were indirectly related to their composite scores, through

academic achievement in high school. The students face a lot of problems in developing
positive study attitudes and study habits. Guidance is of the factor through which a

student can improve his study attitudes and study habits and is directly proportional to

academic achievement. The students who are properly guided by their parents have

performed well in the exams.

Conceptual Framwork

Independent Variable Dependent Variable

Factors Affecting the Academic Performance

Academic Performance of the of the Senior High School
Senior High School Students Students of Grade 12 STEM
of Grade 12 STEM of of Brokenshire College
Brokenshire College SOCSKSARGEN Inc.
SOCSKSARGEN Inc.

Statement of the Problem

This study aims to determine the factors affecting the academic performance of

the Senior High School students of grade 12 STEM of Brokenshire College

SOCSKSARGEN‚ Inc. Specifically‚ the researcher seeks an answer to the following

question:
 1. What are the factors affecting the academic performance of the Senior High

School Students of grade 12 STEM of Brokenshire College

SOCSKSARGEN‚ Inc.? In terms of:

1.1. Parental attitude

1.2. Teacher

1.3. School Facilities

1.4. Financial status

Significance of the Study

This study aims to study about the factors affecting the academic performance of

the Senior High School students of grade 12 STEM of Brokenshire College

SOCSKSARGEN‚ Inc. It is important to the following reason;

For the School’s Administration. To increase the school’s administration’s

understanding on the factors that affects the academic performances of the students and

to be more supportive as possible to any Brokenshire College SOCSKSARGEN‚ Inc.

Senior High School students and to be more emphatic to them.

For the Parents. To enlighten the parents of what really is their role in affecting

the academic performance of their children and the importance of motivation.

For the Educators. To impart knowledge to the educators about their role in

affecting the academic performance of their students and to build an open relationship

with the Brokenshire College SOCSKSARGEN Inc. Senior High School students

involved.

For the Researchers. To gain maximum comprehension about these factors.

 For the Future Researchers. The researchers aims to make this study serve as a

good basis and guide for other researchers in making their research paper which is related

to this study. The researchers also want to give some insights about the factors affecting

the academic performance of the senior high school of grade 12 STEM of Brokenshire

College SOCSKSARGEN Inc. Senior High School students.

Scope and Delimitation

This study is intended to know the factors affecting the academic performance of

the Senior High School students of Grade 12 STEM of Brokenshire College

SOCSKSARGEN, Inc. This study will use a questionnaire as the basis to know the

response of participants. The research respondents will be the Senior High School Grade

12 STEM students of Brokenshire College SOCSKSARGEN Inc. This study will be

conducted within the premises of Brokenshire College SOCSKSARGEN, Inc., CED

Avenue, National Highway, General Santos City.

Definition of Terms

The following are terms used in the study. They were defined according to their

uses in the study‚ to give the reader a clear understanding of the study.

Academic Performance. The measurement of student achievement across

various academic subjects. Operationally‚ this refers to the short or long-term

educational goals of the students.

Grade Point Average (GPA). Typically calculated by adding all the numbered grades

you've received and dividing them by the number of credits you've taken.

Demographical Background. Socioeconomic characteristics of a population expressed

statistically, such as age, sex, education level, income level, marital status,

occupation, religion, birth rate, death rate, average size of a family, average age at

marriage. Operationally, a statistical data about the characteristics of a population

that will determine the age and gender that will be used in the study.

Parental Attitude. Most frequently considered involve the degree of warmth and

acceptance or coldness and rejection that exists in the parent-child relationship.

Operationally, it is one of the factors that affects the academic performance of a

student.

Teacher. A person who teaches, usually as a job at a school or similar institution.

Operationally, it is one of the factors that affects the academic performance of a

student.

School. An Institution in educating a children. Operationally, it is also one of the factors

affecting the academic performance of a student.

Financial Status. Means the level of income into which applicants are categorized for

purposes of determining the extent of their eligibility to

receive financial assistance. Operationally, it is one of the factors that affects the

academic performance of a student.

Structured Interview Guide.  A quantitative research method commonly employed in

survey research. Operationally, it is a method that will be used in the conduct of

the study.
 Chapter II

METHODOLOGY

This chapter consist the research methodology which includes the different

procedure and techniques that we are going to use, to enable the researchers to

accomplish the objectives of the study. This includes the following divisions such as

research design, research locale, participants, sampling technique, data gathering tool and

research instruments of the study.

Research Design

The main purpose of this study is to discover the factors affecting the academic

performance of the senior high school students of grade 12 STEM of Brokenshire

College SOCSKSARGEN‚ Inc. To achieve this purpose‚ the researchers will apply a

qualitative-case study design.

Factors Affecting the Academic Performance of the Senior

High School Students of Grade 12 STEM of Brokenshire
College SOCSKSARGEN‚ Inc.

Participants of the Research Methods

Study

Design
Grade 12 STEM Quantitative-case study
Senior High
School Students
Locale of the Study
Brokenshire College
(Random SOCSKSARGEN‚ Inc.
Sampling)

Instrumentation
(Survey chuchu)

Data Analysis
Gathering of
information through survey
questionnaire.
 Figure 2. Research Design

Research Locale

The researchers will choose Brokenshire College SOCSKSARGEN‚ Inc. for it is

the most accessible and convenient place to conduct the study. This is an evangelical

institution that aims to develop people into becoming intellectually competent and

honest‚ morally and ethically sensitive‚ creatively aware and responsive to the

needs‚ aspirations and realization of a just‚ free and responsible Christian social order.

Brokenshire College SOCSKSARGEN‚ Inc. is located at CED Avenue‚ Lagao‚ National

Highway‚ General Santos City‚ Region XII‚ Mindanao‚ Southern Philippines.

Participants of the Study

This study will focus on all Grade 12 STEM‚ Senior High School

studentsenrolled at Brokenshire College SOCSKSARGEN‚ Inc. The participants should

be able to answer the survey questionnaire given by the research during the conduct of

the study. They must be also willing to participate and if not‚ the researchers will not

force them and will have other participants who are willing to answer the survey

questionnaire. The survey will be facilitated by the researchers themselves.

Sampling Technique

The researchers will use the probability sampling specifically the simple random

sampling as their way of selecting a sample of observations from a population in order to

make inferences. In this type of sampling the population has equal chance of being

chosen as participant until the desired sample size is achieved. This sampling involves the

picking of the participants based on their demographic profile. The researchers will

consider the involvement of the participants to the research topic and their capability to

answer the research question proficiently.

The researchers will only choose the Grade 12 Senior High School Students of

Brokenshire College SOCSKSARGEN Inc. as the research sample of the study.

Data Gathering

Primarily‚ the researchers will make a letter will be submitted to‚ and approved

by the head of Brokenshire College SOCSKSARGEN‚ Inc. The letter will indicate the

researchers’ request to the head of institution for the consent to have ten senior high

school students to answer the questions written in the survey questionnaire that will be

facilitated by the researchers themselves. After the approval of the school’s head‚ the

researchers will make a consent that will be distributed to the participants for the

confirmation of their approval to be a part of the research study.

After the researchers and the participants have an agreement‚ the researchers will

conduct a survey. The researchers will use the structures interview guide to be prepared

and flexible at the same time.

Data Analysis

The data analysis will occur after the respondents answer the structured interview

guide. The data will be gathered from a survey questionnaire and will be analysed. The

data gathered will be analysed through t-test.